Abstract

This study presents a comprehensive bibliometric analysis of Artificial Intelligence (AI) for digital literacy research from 2015 to 2024, utilizing citation analysis on 223 articles from the Dimensions database. The research examines publication trends, author collaborations, and thematic focuses in the field. Findings reveal a significant publication growth, with a peak in 2020 followed by fluctuations in subsequent years. The analysis highlights the field’s interdisciplinary nature, with computer science and education emerging as dominant areas. Key research themes identified through co-word analysis include educational applications, technological integration, and broader societal impacts. The emergence of “AI literacy” as a significant keyword underscores the evolving nature of digital competence in the AI era. Author collaboration networks reveal established experts and researchers with strong collaborative ties, indicating a dynamic research community. The study identifies challenges and opportunities in AI for digital literacy, including ethical considerations, teacher preparation, and the potential for personalized learning. This analysis provides valuable insights into AI’s current state and future directions for digital literacy research, emphasizing the need for continued interdisciplinary collaboration and the development of inclusive AI literacy programs. The findings suggest a growing recognition of AI’s role in shaping digital literacy practices and the importance of preparing learners for an AI-integrated future.

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