AI Literacy in Review Studies: A Scoping Review

The rapid integration of Artificial Intelligence (AI) into daily life necessitates an understanding of AI literacy. This article presents a scoping review of review studies to examine how AI literacy has been conceptualized and developed across existing review literature. Guided by the Preferred Reporting Items for Systematic Reviews for Scoping Reviews (PRISMA) framework, this study screened fifteen review articles on AI literacy published between 2020 and 2025 in the SCOPUS database, of which eight met the eligibility criteria for inclusion. The review examines methodological approaches employed in previous reviews and the key findings related to AI literacy, including its conceptualizations, frameworks, and pedagogical development. The findings reveal that previous reviews employed diverse yet systematic methodologies, commonly guided by PRISMA frameworks and multiple academic databases. The review indicates the complexity in defining AI literacy with diversified frameworks. The review also shows that AI literacy is a dynamic and multidimensional construct with no universally agreed definition. Existing frameworks increasingly move beyond technical competencies to include ethical awareness, critical engagement, social responsibility, and human-AI interaction. In addition, the reviewed studies highlight experiential, participatory, and learner-centred approaches to developing AI literacy across educational contexts. Overall, the findings indicate a shift in AI literacy research from a primarily technical focus toward more critical, human-centred, and socially responsive perspectives. The study provides implications for future AI literacy research, curriculum design, and educational practice.