Mind the Gap
A Comparative Analysis of Ai Literacy Policies and the Challenge of Generative Ai in Developing Contexts
Bibliographic Data
| ID | 21996997 |
|---|---|
| Authors | A Elif Posos Devrani (0000-0002-9550-3879, Türkisch-Deutsche Universität), İrem Dölen (0009-0001-2389-6650, Türkisch-Deutsche Universität) |
| Year | 2026 |
| Volume | 16 |
| Issue | 1 |
| Pages | 504-518 |
| Publication date | 2026-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Turkish Online Journal of Design Art and Communication (JOURNAL) |
| Journal identifiers | ISSN: 2146-5193 • E-ISSN: 2146-5193 |
| Publisher | Turkish Online Journal of Design, Art and Communication (PUBLISHER) |
| DOI | 10.7456/tojdac.1800770 |
| OpenAlex | W7117919639 |
| Language | EN |
| References cited | 16 |
As artificial intelligence (AI) technologies become increasingly embedded in everyday life, traditional models of media literacy are being challenged. While early frameworks emphasized access and critical engagement with legacy media, today’s educational systems must respond to the complex social, ethical, and cognitive implications of AI—particularly generative tools like ChatGPT. This study conducts a comparative analysis of AI literacy policies and educational strategies across the European Union, the United Kingdom, and UNICEF, identifying both shared priorities and significant divergences. Findings reveal that while policy frameworks in the Global North often center on computational thinking and digital competence, their transfer to Global South contexts frequently overlooks local infrastructural, linguistic, and ethical conditions. The reliance on universalist models risks reinforcing epistemic injustice and deepening digital divides. Instead, the study advocates for context-sensitive and culturally grounded AI literacy policies that integrate indigenous ethical frameworks, such as Ubuntu, and support inclusive, problem-driven approaches to curriculum design. The study also highlights the critical role of teacher preparedness, calling for dual-focus professional development programs that combine technical training with ethical and critical media literacy components. In conclusion, dynamic and adaptable educational policies are needed to promote equitable participation in an AI-mediated information ecosystem. The analysis contributes to the ongoing discourse on how education systems (especially in the Global South) can develop relevant, inclusive, and sustainable AI literacy strategies
Critical literacy · Curriculum · Digital Literacy · Generative grammar · Indigenous · Information literacy · Literacy · Policy analysis · African cultural and philosophical studies · Digital Education and Society · ICT in Developing Communities
Qualitative Content Analysis in Practice
Embracing the future of Artificial Intelligence in the classroom
AI literacy in K-12
Conceptualizing AI literacy
Africa, ChatGPT, and Generative AI Systems
Teachers’ AI digital competencies and twenty-first century skills in the post-pandemic world
To be or not to be algorithm aware
Algorithmic media use and algorithm literacy
Digital Media Literacies
Media Literacy and the Challenge of New Information and Communication Technologies
Surveillance Capitalism and the Challenge of Collective Action
| Citation velocity | historical |
|---|---|
| Highly cited | No |