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Comparing AI literacy policies in the European Union, the United States, India, and China

Author

Listed:
  • Yang, Haoyu
  • Xu, Jinghong
  • Zeng, Xianquan
  • Gu, Xinyang

Abstract

As AI becomes a central element of national and global development strategies, actors are promoting AI literacy through policies that foster highly skilled talent and equip citizens to engage with AI in everyday life. This study conducts a comparative policy analysis of 41 AI literacy policies from the EU, US, India, and China, examining convergences and divergences in domestic talent cultivation and international talent attraction strategies. Research indicates that actors often follow similar pathways, including expanding AI and STEM programs in higher education and establishing dedicated institutions to strengthen internal talent reserves. Simultaneously, efforts are made to integrate technical and socio-technical competence into inclusive education, advancing AI literacy across society. Nevertheless, influenced by labor market saturation, AI industry development, and strategic positioning, AI literacy policies also exhibit regional variations. This study contributes to understanding global trajectories in AI policy development.

Suggested Citation

  • Yang, Haoyu & Xu, Jinghong & Zeng, Xianquan & Gu, Xinyang, 2026. "Comparing AI literacy policies in the European Union, the United States, India, and China," Telecommunications Policy, Elsevier, vol. 50(3).
    • Handle: RePEc:eee:telpol:v:50:y:2026:i:3:s0308596125002393
    DOI: 10.1016/j.telpol.2025.103142
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