Artificial Intelligence (AI) literacy is increasingly recognised as a core graduate capability, yet there is limited empirical evidence regarding how AI-related competencies are embedded within higher education curricula across Europe. In this study, we analyse publicly accessible curriculum documentation from a sample of European universities to examine the presence, framing, and disciplinary distribution of AI literacy content.

Curriculum materials are analysed for both explicit and implicit references to AI literacy using a competency mapping framework informed by the European DigComp 2.2 framework and UNESCO's AI Competency Framework for Students. The study examines the prevalence of AI literacy across institutions, countries, disciplinary clusters, and university types, distinguishing between explicit and implicit forms of AI-related competence development.

The analysis reveals substantial variation in the visibility and integration of AI literacy across European higher education. By comparing curriculum evidence with emerging institutional and policy expectations, the study identifies potential gaps between strategic ambitions for AI literacy and their implementation within educational provision. The research provides one of the first empirical assessments of AI literacy across European higher education curricula and offers practical recommendations for curriculum developers, institutional leaders, and policymakers seeking to translate AI strategies into curriculum practice.

Authors:
Ghita Kouadri Mostefaoui, University College London, United Kingdom

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Posted by James Alexander Gordon

Last updated: 2023-02-23 23:45:00

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