A Systematic Review on Ai Literacy And Shaping The Future of Quality and Accreditation

Abstract

The sudden acceleration and ubiquity of generative AI have revolutionized existing teaching and assessment practices for higher education institutions and today's university graduates need to be 'AI literate.' India's key accrediting bodies like NAAC and NIRF have been in a outdated framework with tools that do not yet have a sense of the contemporary AI context, while GenAI is poised to shake Indian education. The research has conducted a systematic review following PRISMA 2020 procedures, which included the research survey papers that can be found in Scopus, Web of Science, IEEE Xplore and ERIC databases within the years 2021-2026. The outcome reveals that along the technological and ethical focus strand, the term ‘AI-literacy' is multi-dimensional as well as along the critical- and pedagogical focus strand. But the institutions with higher AI literacy projects appear to be more consistent with modified NAAC certification indicators and the current NIRF indicators do not appear to capture the concept of ‘AI readiness’ of the institutions. Thousands of plagiarism problems with source code and data privacy-related problems are discovered. The proposed AI-Integrated Accreditation & Literacy Index provides a framework on how AI literacy could be integrated as part of the process of accreditation. Strategic policy suggestions are provided for UGC, NAAC, NBA and HECI, which focus on homogenous approaches to the detection of AI and extensive faculty development. This assessment can be used to understand and compare these findings in the GenAI era and assist in developing the curricula and digital skills at a global or transferable level.