Resisting Techno-Optimism: AI Literacy and the Politics of Inclusion Across Global Divides

Abstract

This capstone critically examines the intersection of artificial intelligence (AI), education, and global equity, challenging techno-optimistic narratives that frame technological progress as inherently beneficial. Drawing on socio-technical systems theory, critical pedagogy, and epistemic justice, the study explores how AI literacy can serve as a transformative tool for resisting exclusionary practices and promoting justice-oriented engagement across global divides. Through qualitative methodologies, including faculty interviews and observational data from workshops, the research identifies systemic gaps in AI governance, ethical frameworks, and pedagogical integration within higher education. Case studies on surveillance technologies, biometric systems, and algorithmic labor illustrate how AI infrastructures reproduce inequities, particularly for marginalized communities in the Global South. Findings reveal fragmented institutional policies, uneven access to AI resources, and epistemic harms embedded in algorithmic design. The study concludes with actionable recommendations for universities to embed critical AI literacy into curricula, adopt inclusive governance frameworks, and foster global collaboration to democratize technological futures. By reframing AI literacy as a civic competency rather than a technical skill, this work advocates for equity-driven strategies that resist techno-optimism and center human rights in the age of artificial intelligence.