Frameworks and Dimensions of AI Literacy
Several frameworks have been proposed to structure AI literacy for educational purposes. A prominent framework by Touretzky et al. (2019) outlines five "big ideas" for K-12 AI education: Perception, Representation and Reasoning, Learning, Natural Interaction, and Societal Impact. This framework emphasizes that AI literacy goes beyond technical skills to include understanding how AI works, its limitations, and its implications for society. Similarly, Ng et al. (2021) proposed a framework comprising four dimensions: Know & Understand AI, Use & Apply AI, Evaluate & Create AI, and AI Ethics. These dimensions align closely with the indicators used in this study (Recognizing, Understanding, Using, Evaluating/Creating, and Ethics), providing a strong theoretical foundation for instrument development.
The development of AI literacy in education has been supported by various conceptual frameworks that aim to structure the competencies required for effective engagement with artificial intelligence. These frameworks provide a systematic foundation for integrating AI literacy into teaching and learning processes. One of the most influential frameworks is proposed by Touretzky et al. (2019), which introduces five “big ideas” for K–12 AI education: Perception, Representation and Reasoning, Learning, Natural Interaction, and Societal Impact. Each of these components represents a key aspect of how AI systems function and interact with humans. For instance, perception relates to how AI systems interpret data from the environment, while learning refers to how systems improve their performance over time באמצעות data. This framework emphasizes conceptual understanding rather than mere technical operation. It also highlights the importance of helping students grasp both the capabilities and limitations of AI systems. Therefore, it serves as a comprehensive guide for designing AI-related curricula.
In addition to Touretzky’s framework, other scholars have proposed models that further elaborate the dimensions of AI literacy. Ng et al. (2021), for example, introduced a four-dimensional framework consisting of Know and Understand AI, Use and Apply AI, Evaluate and Create AI, and AI Ethics. This model reflects a progression from basic knowledge acquisition to higher-order thinking and ethical awareness. The “Know and Understand” dimension focuses on conceptual comprehension of AI principles, בעוד the “Use and Apply” dimension emphasizes practical engagement with AI tools. The “Evaluate and Create” dimension encourages critical analysis and creative production using AI technologies. Finally, the “AI Ethics” dimension addresses responsible use, including issues of bias, privacy, and accountability. This framework highlights that AI literacy is not a single skill but a combination of cognitive, technical, and ethical competencies. As such, it provides a balanced approach to understanding AI in educational contexts.
The alignment between these established frameworks and the indicators used in this study demonstrates the theoretical robustness of the developed instrument. The five indicators—Recognizing AI, Understanding AI, Function/Use Apply AI, Evaluate and Create AI, and AI Ethics—closely correspond to the dimensions proposed by Ng et al. (2021). For example, the Recognizing and Understanding indicators align with the “Know and Understand AI” dimension. Similarly, the Function/Use Apply AI indicator reflects the “Use and Apply AI” dimension. The Evaluate and Create AI indicator corresponds directly to higher-order competencies involving critical thinking and creativity. Finally, the AI Ethics indicator captures the moral and social considerations emphasized in both frameworks. This alignment ensures that the instrument is grounded in well-established theoretical perspectives. It also enhances the validity of the instrument as a measure of AI literacy.
Furthermore, the integration of these frameworks into instrument development supports a holistic approach to assessing students’ competencies. Rather than focusing solely on technical skills, the instrument captures a wide range of abilities, including awareness, understanding, application, evaluation, creativity, and ethical judgment. This comprehensive perspective is essential in preparing students for the complexities of the digital era. It also reflects current educational priorities التي emphasize critical thinking, creativity, and responsible technology use. By grounding the instrument in established frameworks, the study ensures consistency with global standards in AI education. This not only strengthens the credibility of the research but also enhances its relevance for broader educational applications. Ultimately, the use of these frameworks contributes to the development of a valid, reliable, and theoretically sound AI literacy assessment tool.