Addressing AI and Data Literacy in Teacher Education: A Review of Existing Educational Frameworks
Abstract
Being able to use data and AI technologies responsibly is considered increasingly relevant to all school subjects. Despite this trend, existing AI literacy frameworks used to design educational activities often barely cover data literacy. However, AI cannot be appropriately grasped without data literacy, and working with data requires knowledge of AI on multiple levels. To date, though, no framework has been created that considers AI and data literacy holistically. To address this gap, we examine the relationship between AI and data literacy competencies in existing educational frameworks and propose a preliminary approach that utilizes the data lifecycle to reflect on data literacy competencies relevant to AI. The findings provide a basis for developing a comprehensive approach to the education of K-12 teachers of all subjects in AI and data literacy.
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General digital literacy can provide a foundation for AI literacy.
“The two constructs are related, as general digital literacy can provide a foundation for AI literacy (Olari and Romeike, 2021).”
From College students’ literacy, ChatGPT activities, educational outcomes, and trust from a digital divide perspective (2026) · cites this paper as Olari and Romeike, 2021
AI literacy provided stronger explanatory power than conventional digital literacy.
“Conversely, AI literacy positively contributed to use. Returning to the ongoing debate regarding whether AI-specific literacy is a necessity in the new era (e.g., Ng et al., 2021; Olari and Romeike, 2021; Wang et al., 2022), we find that AI literacy provided stronger explanatory power than conventional digital literacy.”
From College students’ literacy, ChatGPT activities, educational outcomes, and trust from a digital divide perspective (2026) · cites this paper as Olari and Romeike, 2021
Cites
What is AI Literacy? Competencies and Design Considerations
Long, D., & Magerko, B. (2020) · Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems · doi:10.1145/3313831.3376727 · Cited by 3,241 · cited 7× · see citing works
“This trend has led to political commitments to promote AI and data literacy in school education [4], reflected in the increasing development of K-12 educational frameworks focused on AI and data literacy [1, 2, 9, 15, 16].”
BackgroundMethodInfluentialData literacy training and use for educational professionals
Henderson, J., & Corry, M. (2021) · Journal of Research in Innovative Teaching & Learning · doi:10.1108/jrit-11-2019-0074 · Cited by 73 · see citing works
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AI literacy in K-12: a systematic literature review
Casal-Otero, L., Catala, A., Fernández-Morante, C., Taboada, M., Cebreiro, B., & Barro, S. (2023) · International Journal of STEM Education · doi:10.1186/s40594-023-00418-7 · Cited by 724 · see citing works
“The literature analyzed reports on the factors that influence the knowledge of novice teachers (Wei, 2021) and focuses on teacher training in AI (Lindner & Berges, 2020; Olari & Romeike, 2021).”
BackgroundArtificial intelligence literacy in higher and adult education: A scoping literature review
Laupichler, M. C., Aster, A., Schirch, J., & Raupach, T. (2022) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2022.100101 · Cited by 658 · see citing works
Brauner, P., Hick, A., Philipsen, R., & Ziefle, M. (2023) · Frontiers in Computer Science · doi:10.3389/fcomp.2023.1113903 · Cited by 143 · see citing works
Zhang, C. (., Rice, R. E., & Wang, L. H. (2026) · New Media & Society · doi:10.1177/14614448241301741 · Cited by 47 · see citing works
“Returning to the ongoing debate regarding whether AI-specific literacy is a necessity in the new era (e.g. Ng et al., 2021; Olari and Romeike, 2021; Wang et al., 2022), we find that AI literacy provided stronger explanatory power than conventional digital literacy.”
Ravi, M., Kaur, K., Wright, C., Bawn, M., & Cutillo, L. (2025) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-025-00557-7 · Cited by 12 · see citing works
- Authors
- Olari, V., & Romeike, R.
- Affiliations
- Freie Universität Berlin (DE)
- Venue
- The 16th Workshop in Primary and Secondary Computing Education
- Publisher
- ACM
- Published
- 2021-10-18
- Pages
- 1-2
- OpenAlex
- W3206366076
- Cited by
- 60
- References
- 2
- Citations by year
- 2026: 15 · 2025: 13 · 2024: 21 · 2023: 10 · 2022: 1
- FWCI
- 6.64
- Type
- conference paper
- Language
- en
- Open access
- closed
- Locations
- Workshop in Primary and Secondary Computing Education (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Digital literacy in education
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Keywords
- AI literacy, data literacy, teacher professional development, AI literacy framework, data lifecycle, K-12 teachers
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