Program

Teaching M.A.

Number of Pages

42

Year Approved

2026

First Advisor

Molly Wickam

Second Reader

Eric Roesler

Abstract

The purpose of this literature review is to understand how generative AI (GenAI) is impacting the future employment of high school students at the forefront of the most significant technological, cultural, and educational shift of this generation. It examines five AI literacy frameworks relating to secondary education. These frameworks each emphasize the importance of educating students in AI literacy and provide educators with a structure for integrating AI skills. Among the frameworks reviewed, those published by the United States Department of Labor and the OECD place greater emphasis on applied practices, while the AI4K12 and KAT frameworks emphasize how AI functions. All of the frameworks address the ethical implications of AI. The literature review also explores how AI literacy frameworks support the preparation of Career and Technical Education (CTE) students for an AI-integrated workforce. Employers are demanding AI skills in foundational AI literacy, applied AI, and human-centric skills, so these skills should be woven into CTE curriculum and teaching. There is no existing AI literacy framework that captures all the necessary skills for students entering an AI-integrated workforce, so CTE teachers should use a combination of frameworks and industry trends to prepare students.

Degree Name

Teaching M.A.

Document Type

Masterʼs thesis

Terms of Use and License Information

Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Download

Share

COinS