Schlagworte
Hochschuldidaktik
Erwachsenenbildung
Weiterbildung
Systematic Review
Zitationsvorschlag
Lizenz
Copyright (c) 2026 Lea Katharina Reis, Paul Schütz
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung 4.0 International.
Abstract
Angesichts der Fortschritte generativer Künstlicher Intelligenz in den Bereichen multimodales Verstehen, Argumentieren und der Generierung von Artefakten (vgl. Liu et al. 2025) erlangt die Förderung von KI-Kompetenzen, die unter dem Oberbegriff AI Literacy zusammengefasst werden, eine immer entscheidendere Bedeutung. Demgemäss zielt das vorliegende Mapping Review darauf ab, den Stand der Forschung zu AI Literacy in der Hochschul-, Fort- und Weiterbildung in Hinblick auf verwendete Definitionen, theoretische Grundlagen und didaktische Ansätze abzubilden, zu analysieren und zu vergleichen. Insgesamt wurden 4.013 Artikel auf Basis ihres Titels und Abstracts und anschliessend 278 Beiträge auf Basis des Volltexts hinsichtlich ihrer inhaltlichen Passung überprüft. Die kriteriengeleitete Auswahl eines Artikels erfolgte, wenn er zwischen 2022 und Mai 2025 in englischer oder deutscher Sprache publiziert wurde, es sich um einen Zeitschriftenartikel (peer-reviewed) oder Konferenzbeitrag handelte und ein klarer Fokus auf AI Literacy im Rahmen der Hochschul-, Fort- und/oder Weiterbildung festgestellt werden konnte. Folglich wurden 142 Artikel in die Datenauswertung und -analyse einbezogen. Die Ergebnisse weisen auf Weiterentwicklungspotenziale sowohl in der Forschung als auch in der Bildungspraxis hin. Diese betreffen etwa die klare Definition verwendeter Terminologie, Studien zu AI Literacy im Rahmen von Fort- und Weiterbildungsmassnahmen sowie den Ausbau innovativer didaktischer Ansätze und Synergien zwischen Bildungskontexten.
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