The review summarises which competencies for working with generative AI are described in the literature, which obstacles stand in the way of acquiring them and which benefits are reported. Education and business are deliberately examined together.
What stands out is how differently the notion of “AI literacy” is framed: from the mere ability to operate a tool up to the ability to check results critically and judge the limits of a model. For teaching it is the latter level that matters most — and it is the one least often addressed explicitly.
How to cite
Reicho, M., Otrel-Cass, K., Ebner, M., et al. (2026). Generative AI literacy across education and business: competencies, obstacles, and benefits—a systematic literature review. International Journal of Educational Technology in Higher Education, 23, Article 23. https://doi.org/10.1186/s41239-026-00596-8
Show BibTeX entry
@article{reicho2026generativeai,
author = {Reicho, M. and Otrel-Cass, K. and Ebner, M. and others},
title = {{Generative AI literacy across education and business: competencies, obstacles, and benefits—a systematic literature review}},
journal = {International Journal of Educational Technology in Higher Education},
volume = {23},
articleno = {23},
year = {2026},
doi = {10.1186/s41239-026-00596-8}
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