ISSN: 2226-6348
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With the rapid development of artificial intelligence (AI) technology, the AI literacy of university instructors has become an important issue to be solved in the field of higher education. This study aims to systematically sort out the connotations and dimensions of AI literacy of university instructors, analyse its current situation and challenges, and propose targeted enhancement strategies. Through the systematic literature review method, this study comprehensively searched and screened the relevant literature during the period of 2010-2025, and used qualitative content analysis to code and thematically analyse the data. The findings indicate that AI literacy among university instructors covers four dimensions: technology application competence, ethical and social responsibility, pedagogical innovation and integration, and interdisciplinary competence. However, existing studies show that instructors have significant deficiencies in AI technology application and ethical perceptions, as well as significant differences in disciplinary backgrounds. Based on the literature analysis, this study proposes enhancement strategies such as optimising technology application competence, strengthening ethical education and social responsibility, promoting interdisciplinary cooperation, improving the training system, and strengthening policy support and resource investment. The study concludes that through systematic interventions, the AI literacy of university instructors can be effectively enhanced to promote the high-quality development of higher education in the era of AI.
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