The article “AI literacy: concepts, approaches and open questions” by Michal Černý offers a systematic conceptualisation of AI literacy as an emerging form of literacy shaped by the rapid development and societal diffusion of artificial intelligence systems. Situated within broader debates on digital competence and educational transformation, the study examines how AI literacy responds to the growing presence of AI in education, the labour market, and everyday life.

The paper begins by clarifying the concept of artificial intelligence, distinguishing between philosophical, technical, and functional definitions. It adopts a pragmatic understanding of AI as a non-deterministic algorithm employing machine learning to solve specific classes of problems. Against this conceptual backdrop, AI literacy is introduced as a necessary competency enabling individuals to navigate, evaluate, and meaningfully engage with AI-driven environments.

Through a critical review of international scholarship and policy documents, the study identifies several dominant approaches to AI literacy. These include: (1) conceptual understanding of AI principles, data structures, and algorithmic logic; (2) practical ability to use AI tools effectively in professional and educational contexts; (3) skills related to programming, designing, or developing AI systems; and (4) ethical and societal reflection on the implications of AI technologies. The article discusses influential frameworks that integrate these dimensions while also acknowledging culturally responsive and future-oriented perspectives.

In conclusion, the study highlights a fundamental tension between concept-oriented and skill-oriented models of AI literacy and raises open questions regarding its relationship to digital and information literacy frameworks. Although still a relatively young and evolving research field, AI literacy is presented as a strategically significant educational priority requiring further theoretical clarification, curricular integration, and sustained empirical investigation across diverse contexts.