Table 2 SALT in relation to adjacent... | Emerald Publishing

Table 2

SALT in relation to adjacent frameworks

Feature	AI literacy frameworks	Self-regulated learning frameworks	SALT model
Primary focus	Competencies students should acquire	How learners regulate their own learning processes	Pedagogically scaffolded phases of engagement with AI
Unit of analysis	The learner as bearer of competencies	The learner as self-regulating agent	The pedagogical environment scaffolding the learner
Progression mechanism	Implicit; competencies presented as a set	Internal metacognitive cycles	Curricular sequencing supporting curiosity-driven cycles within each phase
Locus of responsibility	Mixed; often the learner	Primarily the learner	The institution and educator designing the environment
Relation to AI	AI as object of literacy	AI mostly absent from foundational formulations	AI as evolving companion to learner engagement with knowledge domains

Feature	AI literacy frameworks	Self-regulated learning frameworks	SALT model
Primary focus	Competencies students should acquire	How learners regulate their own learning processes	Pedagogically scaffolded phases of engagement with AI
Unit of analysis	The learner as bearer of competencies	The learner as self-regulating agent	The pedagogical environment scaffolding the learner
Progression mechanism	Implicit; competencies presented as a set	Internal metacognitive cycles	Curricular sequencing supporting curiosity-driven cycles within each phase
Locus of responsibility	Mixed; often the learner	Primarily the learner	The institution and educator designing the environment
Relation to AI	AI as object of literacy	AI mostly absent from foundational formulations	AI as evolving companion to learner engagement with knowledge domains

Source(s): Author's own work