ARTIFICIAL INTELLIGENCE LITERACY IN TEACHER EDUCATION: A MULTIDIMENSIONAL FRAMEWORK FOR BASIC EDUCATION
TL;DR
It is concluded that consolidating AI literacy is a strategic prerequisite for enabling teachers to act autonomously, responsibly, and reflectively in educational contexts increasingly mediated by intelligent systems, thereby strengthening pedagogical practices committed to human development, digital citizenship, and educational innovation.
Abstract
The rapid expansion of Generative Artificial Intelligence (GenAI) has been reshaping teaching, learning, and knowledge production practices, creating new challenges for teacher education in Basic Education. In this context, Artificial Intelligence (AI) literacy has emerged as an essential competency for educators to use these technologies in a critical, ethical, and pedagogically meaningful manner. This study aims to analyze the contributions of the specialized literature to the understanding of AI literacy as a foundational dimension of teacher education in Basic Education. This is a qualitative study developed through an analytical-interpretative literature review based on national and international publications recognized as key references in the contemporary debate on Artificial Intelligence, education, teacher education, media literacy, critical thinking, and digital ethics. The analysis of the selected studies revealed a broad consensus regarding the potential of AI to support personalized learning, instructional planning, the development of educational resources, and pedagogical innovation, provided that its use is guided by pedagogical intentionality and effective teacher mediation. Conversely, the literature highlights challenges related to intellectual authorship, algorithmic bias, information reliability, personal data protection, academic integrity, and the lack of public policies aimed at continuing teacher professional development. As its main theoretical contribution, this study proposes understanding AI literacy as a multidimensional construct organized into five interdependent dimensions: conceptual, pedagogical, ethical, critical, and professional development. It concludes that consolidating AI literacy is a strategic prerequisite for enabling teachers to act autonomously, responsibly, and reflectively in educational contexts increasingly mediated by intelligent systems, thereby strengthening pedagogical practices committed to human development, digital citizenship, and educational innovation.