20.500.12556/RUL-175592 Toward a coherent AI literacy pathway in technology education bibliometric synthesis and cross-sectional assessment Rapid advances in artificial intelligence (AI) are reshaping curricula and work, yet technology and engineering education lack a coherent, critical AI literacy pathway. In this study, we (1) mapped dominant themes and intellectual bases and (2) compared AI literacy between secondary technical students and pre-service technology and engineering teachers to inform curriculum design. moreover, we conducted a Web of Science bibliometric analysis (2015–2025) and derived a four-pillar framework (Foundational Knowledge, Critical Appraisal, Participatory Design, and Pedagogical Integration) of themes consolidated around GenAI/LLMs and ethics, with strong growth (1259 documents, 587 sources). Phase 2 was a cross-sectional field study (n = 145; secondary n = 77, higher education n = 68) using the AI literacy test. ANOVA showed higher total scores for pre-service teachers than secondary technical students (p = 0.02) and a sex effect favoring males (p = 0.01), with no interaction. MANCOVA found no multivariate group differences across 14 competencies, but univariate advantages for pre-service technology teachers were found in understanding intelligence (p = 0.002) and programmability (p = 0.045); critical AI literacy composites did not differ by group, while males outperformed females in interdisciplinarity and ethics. We conclude that structured, performance-based curricula aligned to the framework—emphasizing data practices, ethics/governance, and human–AI design—are needed in both sectors, alongside measures to close gender gaps. critical AI literacy technology and engineering education bibliometric mapping cross-sectional comparison MANCOVA curriculum development Web of Science bibliometric analysis kritična pismenost izobraževanje na področju tehnologije in inženirstva bibliometrično mapiranje kurikulum umetna inteligenca vzgoja in izobraževanje true false true Angleški jezik Slovenski jezik Članek v reviji 2025-11-05 09:33:47 2025-11-05 09:33:48 2025-12-12 03:55:56 0000-00-00 00:00:00 2025 0 0 38 str. iss. 11, art. 1455 Vol. 15 2025 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.3:62 2227-7102 10.3390/educsci15111455 255855363 RAZ_Rupnik_Denis_2025.pdf RAZ_Rupnik_Denis_2025.pdf 1 5E3A4C9B7EC6A0CA1F1DCC92C9863AB4 7c2a51ef0de3dfe532f66e109855889f93a619774886ace76699c5f2291965ff 1d67d21d-ba24-11f0-9328-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=221368 https://www.mdpi.com/2227-7102/15/11/1455 1 d5c3639c-ba21-11f0-9328-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=221366 Pedagoška fakulteta 0 0 0