Critical literacy and curriculum reform in the digital age: a pedagogical framework for artificial intelligence-integrated education

Abstract

Artificial intelligence (AI) is reshaping education and challenging traditional curriculum models, prompting new attention to critical literacy. However, most current approaches emphasize technical proficiency while neglecting ethical, epistemological, and civic dimensions. This article addresses this gap by proposing a conceptual framework for integrating AI into curriculum design through critical pedagogy and advanced learning theory. Using a theory-driven literature review, the study synthesizes global policy frameworks and educational innovations to develop a four-part model for AI-informed critical literacy. The guiding principles include: i) interrogation of AI outputs and logics; ii) development of multiliteracies and digital semiotics; iii) promotion of democratic dialogue and participatory ethics; and iv) design of adaptive, inquiry-based learning environments. Grounded in constructivist, connectivist, and Freirean theories, the framework positions AI as a context for critical inquiry and educational transformation. The article concludes with strategies for educators and policymakers to foster equity, agency, and ethical reflection in AI-integrated learning environments, and proposes directions for future empirical research.