Research Article
Volume 9 Issue 2
Rukiya Deetjen-Ruiz*
August 13, 2026
Abstract
Artificial intelligence literacy has become a strategic priority for education systems preparing learners for workforce participation, civic engagement, and responsible interaction with emerging technologies. In progressive to moderate GULF countries, enabling conditions are increasingly in place to support large-scale adoption, including digital infrastructure, policy direction, quality assurance systems, and post-pandemic digital maturity. The policy opportunity lies in strengthening alignment across these elements to enable consistent, scalable implementation. This article argues that AI literacy can be governed as a coordinated national capability through alignment across policy, educator competency, institutional readiness, and monitoring systems. Drawing on regional findings and contemporary literature, the analysis identifies priorities for system development, including coordinated governance across government institutions, unified educator competency frameworks, and national monitoring mechanisms. The article proposes a governance architecture that integrates central direction with institutional execution through tiered competencies, readiness assessment, and phased implementation, supporting sustained, system-wide capability development across diverse education contexts.
Keywords: AI literacy; educator competency; AI governance; institutional readiness; monitoring and evaluation; K–12; higher education; GULF education systems
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