Designing a Conceptual Framework of AI Capital in an Inclusive, Digital and Resilient Future

• In Event: Global perspectives on Artificial Intelligence

Proposal

The rapid advancement of digital technologies, particularly artificial intelligence (AI), has transformed various aspects of society, necessitating a re-evaluation of the concept of digital literacy. Previous studies on digital literacy have primarily focused on technical skills such as search engine skills, overlooking the broader social, cultural, and critical dimensions (Green, Leu et al., 2004). Additionally, the rapidly evolving AI landscape, including modern platforms and practices, has not been adequately captured in existing research. The recent AI Skills for Business Competency Framework proposed by the Alan Turing Institute (2024) recognizes how AI is used in life and work and proposes a competency framework specific to business contexts, but the study is limited in that it is biased toward the AI algorithm literature and focuses primarily on specialized case studies without conducting systematic research. Furthermore, current digital literacy education lacks comprehensive guidelines to equip educators and practitioners with the skills they need (Agre, 2014). This research aims to develop a conceptual framework for the new literacy competencies required of citizens in the AI era. Drawing upon Bourdieu's (1986) concept of capital, I propose the term 'AI Capital' to encompass the economic, cultural, and social aspects of AI literacy. By integrating economic, cultural, and social dimensions, AI Capital identifies the novel literacy competencies essential in the AI era: (1) economic capital: Access to and ownership of AI technologies and resources; (2) cultural capital: AI literacy competencies, knowledge, and skills; (3) social capital: Online networks, responsible AI development, digital collaboration, and AI-mediated social interactions.

Additionally, to define the AI capital of AI citizens to build an inclusive, digital, and resilient future, the study incorporates the concept of bridging citizens developed by Cheong (2022, 2024). The concept of bridge citizens refers to individuals within conflict-affected societies who possess a "bridging civic identity" that enables them to help others transform "conflict-attuned civic identities" into peace-building ones (Cheong, 2022). This bridging civic identities are characterized by three key elements: cosmopolitanism, interconnectedness, and imaginativeness. Cosmopolitanism involves valuing every human regardless of group affiliation, promoting social justice across identity fissures (Appiah, 2007; Kanno & Norton, 2003; Nussbaum, 2001; Osler & Starkey, 2005). Interconnectedness enables bridge citizens to build bridging social capital (Putnam, 2000) by drawing links across contexts, cultures, experiences, values, and knowledge, fostering inclusive and reflective perspectives on differences (Zuckerman, 2013). Imaginativeness allows them to envision a future society characterized by social justice (Kanno & Norton, 2003; Norton, 2013). Lastly, the civic component of this identity emphasizes the capacity for civic agency and action to effect social change (Appiah, 2007; Beck, 2008; Norton, 2013; Reardon, 2012; Starkey, 2019).

This study employs a mixed-methods, participatory action research approach to develop the conceptual framework of AI Capital and Delphi technique to validate the AI Capital framework, including Delphi survey and semi-structured interviews with diverse stakeholders (n=50) such as educators, policymakers, industry professionals, and students, Focus groups interviews (n=10) to explore collective perceptions and experiences with AI technologies. In referencing the diary entries of digital autobiography, the research employs Markham and Harris's (2020) prompts in connection with the massive and microscopic sense-making project. Data was collected from students (n=20) from Y University in Seoul. Lastly, participatory workshops (n=20) to co-design and refine the framework with end-users. The participatory nature of the research aligns with post-qualitative paradigms, viewing participants as co-creators of knowledge rather than mere data sources. Data analysis will employ reflective thematic analysis, content analysis and descriptive statistics.

Preliminary findings underscore the multifaceted nature of AI literacy, which extends beyond technical skills to include critical thinking, ethical reasoning, and social-emotional competencies. Key themes emerging from the research highlight the importance of contextual understanding in AI literacy, emphasizing how AI systems can reflect and potentially amplify societal biases. Additionally, there is a recognized need for adaptive learning strategies to keep pace with rapidly evolving AI capabilities. Ethical frameworks and responsible AI practices are crucial for developing AI capital, as they guide the integration of AI into society. Furthermore, AI has the potential to both exacerbate and mitigate existing digital divides, depending on its implementation. These insights inform the development of a comprehensive AI Capital framework that addresses the technical, social, and ethical dimensions of AI literacy. This research significantly contributes to the field of comparative and international education by providing an empirically-grounded framework for understanding and developing AI literacy in diverse global contexts. It bridges the gap between theoretical concepts and practical applications, offering actionable strategies for educators and policymakers. By incorporating critical perspectives on AI ethics and social impact, the study promotes responsible and inclusive AI literacy development. The research employs innovative, participatory methods that prioritize the voices and experiences of diverse stakeholders in shaping AI literacy frameworks. By developing a nuanced understanding of AI Capital, this study aims to inform educational policies and practices that promote digital inclusion, critical engagement with AI technologies, and the development of a resilient, AI-literate global citizenry. The framework lays the groundwork for future comparative studies on AI literacy across different cultural and educational contexts, contributing to the broader goals of equitable and inclusive education in the digital age.

Author

• Stella Micheong Cheong, Yonsei University