A Study on the Trend Analysis of AI Literacy Education Research in Korea and China

The purpose of study is to explore and compare the development trends and educational implications of artificial intelligence AI literacy education in China and South Korea. This study poses the following research question: How do South Korea and China differ in their strategic approaches to AI literacy, and what mutual insights can be drawn to improve educational policies and practices? Answer this question, a systematic literature review SLR was conducted in accordance with PRISMA guidelines, reviewing 36 empirical studies published between 2018 and April 2025. A SWOT–PEST analysis framework was employed to examine the strengths, weaknesses, opportunities, and threats from political, economic, social, and technological perspectives. The findings reveal that China emphasizes centralized policymaking, university-level AI integration, and large-scale teacher training, while South Korea focuses on ethical AI education, curriculum integration, and practical implementation in primary and secondary education. Both countries demonstrate strong strategic planning but face similar challenges, including regional disparities, insufficient teacher competencies, and a lack of standardized evaluation systems. The study concludes that it is essential to establish lifelong AI literacy curricula, enhance teacher training programs, develop national evaluation frameworks, reduce digital equity gaps, and promote international cooperation. These recommendations are intended to support the sustainable and equitable growth of AI literacy education in both contexts.