Toward a coherent AI literacy pathway in technology education : bibliometric synthesis and cross-sectional assessment

Rupnik, Denis (avtor), Avsec, Stanislav (avtor)

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.

• Jezik: Angleški jezik
• Ključne besede: critical AI literacy, technology and engineering education, bibliometric mapping, cross-sectional comparison, MANCOVA, curriculum development, Web of Science, bibliometric analysis
• Vrsta gradiva: Članek v reviji
• Tipologija: 1.01 - Izvirni znanstveni članek
• Organizacija: PEF - Pedagoška fakulteta
• Status publikacije: Objavljeno
• Različica publikacije: Objavljena publikacija
• Leto izida: 2025
• Št. strani: 38 str.
• Številčenje: Vol. 15, iss. 11, art. 1455
• PID: 20.500.12556/RUL-175592
• UDK: 37.091.3:62
• ISSN pri članku: 2227-7102
• DOI: 10.3390/educsci15111455
• COBISS.SI-ID: 255855363
• Datum objave v RUL: 05.11.2025

Gradivo je del revije

• Naslov: Education sciences
• Skrajšan naslov: Educ. sci.
• Založnik: MDPI
• ISSN: 2227-7102
• COBISS.SI-ID: 520257817

Licence

• Licenca: CC BY 4.0, Creative Commons Priznanje avtorstva 4.0 Mednarodna
• Povezava: http://creativecommons.org/licenses/by/4.0/deed.sl
• Opis: To je standardna licenca Creative Commons, ki daje uporabnikom največ možnosti za nadaljnjo uporabo dela, pri čemer morajo navesti avtorja.

Sekundarni jezik

• Jezik: Slovenski jezik
• Ključne besede: kritična pismenost, izobraževanje na področju tehnologije in inženirstva, bibliometrično mapiranje, kurikulum, umetna inteligenca, vzgoja in izobraževanje