Artificial Intelligence and Multiliteracies: Preparing Learners for a Technologically Evolving World

Stella Bolanle Apata; Oluwatobi Mary Owojori; Yusuf Olayinka Shogbesan; Michael kenneth Ugom

doi:10.24310/ijne.15.2025.21332

作者

Stella Bolanle Apata Adekunle Ajasin University, Akungba Akoko, Nigeria Nigeria
Oluwatobi Mary Owojori Tshwane University of Technology South Africa https://orcid.org/0000-0001-9726-8748
Yusuf Olayinka Shogbesan Department of Arts and Social Sciences Education, College of Education, Osun State University, Osogbo Nigeria Nigeria https://orcid.org/0000-0002-1741-1370
Michael kenneth Ugom University of Nigeria Nigeria https://orcid.org/0009-0000-8858-0051

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https://doi.org/10.24310/ijne.15.2025.21332

关键词:

Artificial Intelligence, Education, Multiliteracies, Personalized Learning, Sustainable Development Goals

摘要

As artificial intelligence (AI) continues to evolve rapidly, education is on the cusp of a transition via the goal of multiliteracies development, notably digital, visual/textual, and multimodal literacy abilities. This study examines the integration of AI in literacy education. It explores the role of AI in enhancing multiliteracies development, analyzing its features in educational contexts, its potential as a tool for literacy advancement, and broader pedagogical implications. Drawing on qualitative research utilising extensive review from sources including academic research, policy documents, and instructional materials, the study synthesizes key themes and emerging trends in AI-driven literacy education. By critically assessing these sources, the research identifies opportunities and challenges associated with AI integration, offering insights into its evolving role in shaping literacy practices for a rapidly changing technological landscape. Key findings indicate that AI-driven tools can provide personalized learning experiences and foster critical thinking, thereby contributing to the achievement of Sustainable Development Goals—particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities). However, challenges such as the digital divide, ethical concerns, and insufficient educator training remain significant barriers. To address these issues and harness AI’s full potential, the study recommends integrating AI literacy into school curricula, establishing minimum access standards through legislative action, and providing targeted professional development for educators. By doing so, AI can play a transformative role in literacy education, equipping students to thrive in an increasingly technology-driven world while ensuring that teaching practices evolve to meet new challenges.

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