RESEARCH HOTSPOTS, TRENDS, AND IMPLICATIONS OF ARTIFICIAL INTELLIGENCE LITERACY BASED ON CITESPACE

This study collected 484 core publications from the China National Knowledge Infrastructure (CNKI) and Web of Science (WOS) databases as research samples, focusing on topics related to 'artificial intelligence literacy' and 'intelligence literacy' between 2018 and 2025. Utilizing the CiteSpace 6.3.R4 visualization tool for bibliometric analysis, the findings reveal that: (1) Research activity in the field of artificial intelligence literacy exhibits a significant year-by-year increasing trend. Domestic research primarily concentrates on cultivating intelligence literacy among K-12 students and pre-service teachers, whereas international research shows a greater tendency to explore AI literacy development within university student populations. (2) Through keyword co-occurrence and clustering analysis, this study identifies 'artificial intelligence', 'intelligence literacy' and 'digital literacy' as core research hotspots, uncovering notable differences in research emphasis between the two databases. (3) Burst detection analysis further highlights significant increasing trends for keywords such as 'intelligence literacy', 'core competencies', and 'teachers', providing crucial insights into the field's developmental dynamics. These findings offer valuable empirical support and theoretical insights for advancing AI literacy education globally.