Artificial Intelligence Literacy in Engineering and Technical Education: A Systematic Review of Research Trends, Competencies, and Emerging Directions
DOI:
https://doi.org/10.16920/jeet/2026/v40is1/26150Keywords:
Artificial Intelligence Literacy, Engineering Education, Technical Education, Technical Students, Systematic Literature Review, Technology-enhanced Learning, Vosviewer.Abstract
As AI technologies are incorporated into professional practice, learning, and technologically advanced educational settings, artificial intelligence (AI) literacy has grown in significance. The evolution of AI literacy research is methodically reviewed in this work, along with its applicability to engineering and technical education. To determine publishing trends, target audiences, study issues, and the development of AI literacy studies, bibliometric analysis was integrated with a PRISMA-based systematic literature review. The results demonstrate how conceptual knowledge and pedagogical approaches toward curriculum integration, real-world application, generative AI, ethical awareness, and critical review have evolved into AI literacy. Higher education continues to be the primary focus of research, which increasingly focuses on the skills needed to comprehend, apply, assess, and ethically interact with AI technologies. The shift from fundamental AI literacy concepts to technology-enhanced learning and new AI-related competencies is further demonstrated by bibliometric mapping. These advancements emphasize the significance of fusing technical expertise with critical, practical, and ethical skills from the standpoint of engineering and technical education. The results offer a foundation for improving AI literacy in technical curricula and suggest future lines of inquiry to equip technical students to interact with AI-driven devices in an ethical manner.
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