Programming Language Policy as an AI Literacy Equity Problem: A 15-Nation Comparative Analysis

Across 15 nations, the paper examines how secondary computer-science education embeds AI literacy into general-track subjects (Digital Literacy, ICT, TIC, SNT) rather than specialized tracks, creating structural inequities in who develops AI capability. The comparative analysis shows that policy choices about which programming language and subject bears 'universal' AI literacy determine differential access to computational futures.

Frames AI literacy 'for all' as an Equity problem rooted in K 12 curriculum policy, with direct relevance to Educational Policy AI and Teacher Role decisions. It ties to AI Literacy as a civil competency and to Faculty Development for teacher preparedness, arguing that without equitable language/policy grounding, AI literacy widens rather than closes gaps in Higher Ed readiness.

Connected Concepts

Equity

K 12

Educational Policy AI

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Citation

Adrian-Marius Dumitran, Iulia-Maria Popescu (2026). Programming Language Policy as an AI Literacy Equity Problem: A 15-Nation Comparative Analysis. arXiv:2607.11314. arXiv preprint.