Veronika Hackl, Alexandra Elena Müller, Maximilian Sailer
The integrative literature review addresses the conceptualization and implementation of AI Literacy (AIL) in Higher Education (HE) by examining recent research literature. Through an analysis of publications (2021–2024), we explore (1) how AIL is defined and conceptualized in current research, particularly in HE, and how it can be delineated from related concepts such as Data Literacy, Media Literacy, and Computational Literacy; (2) how various definitions can be synthesized into a comprehensive working definition, and (3) how scientific insights can be effectively translated into educational practice. Our analysis identifies seven central dimensions of AIL: technical, applicational, critical thinking, ethical, social, integrational, and legal. These are synthesized in the AI Literacy Heptagon, deepening conceptual understanding and supporting the structured development of AIL in HE. The study aims to bridge the gap between theoretical AIL conceptualizations and the practical implementation in academic curricula. • Development of a structured seven-dimensional framework (Heptagon) for AI Literacy in Higher Education. • Proposal of a working definition to capture and synthesize both recurring and emerging themes in AI Literacy conceptualizations. • Identification and integration of underrepresented AIL dimensions in recent literature (e.g. integration skills and legal and regulatory knowledge), and delineation from Media, Computational and Data Literacy.