Objective:The primary aim of this study is to systematically analyze the key competencies required by university instructors in the digital age to effectively utilize artificial intelligence (AI) in higher education.
Method: This research was conducted through a systematic literature review and targeted searches in reputable international databases, including Scopus, ScienceDirect, ProQuest, ERIC, Springer, Google Scholar, and ResearchGate. Using keywords such as “artificial intelligence,” “competency,” “instructor,” and “digital,” a total of 438 scientific sources published between 2018 and the end of the first quarter of 2024 were identified. After removing 115 duplicate articles and screening the titles and abstracts of the remaining 323, 268 articles were excluded due to irrelevance to the research focus. Ultimately, 55 articles were selected for full-text review, and based on qualitative and subject-specific criteria, 20 studies were chosen for final analysis.
Results: The findings revealed that the AI-related competencies required by instructors in the digital era can be categorized into five main components: (1) AI mindset and pedagogy (including understanding benefits and challenges, contextual strategies, and managing long-term impacts); (2) AI ethics (emphasizing human-centered use, social skills, and the value of human dignity); (3) Foundational AI knowledge (including data and algorithm literacy, AI analytics, data modeling, and basic coding); (4) Practical skills (covering use, experimentation, deep integration, and working with AI-powered tools); and (5) AI-enhanced teaching methods (such as AI-assisted assignment management, curriculum design and delivery, and teaching enhancement).