HomeAnnotated BibliographiesGenAI Discipline-Specific AI Literacy (DiSAIL): A Theoretical Framework for Situated Engagement with Generative AI in Education Share: Section NavigationSkip section navigationIn this sectionAnnotated Bibliographies Affirming and Inclusive Engaged Learning for Neurodivergent Students Capstone Experiences Conditions for Meaningful Learning GenAI and Engaged Learning Global Learning Internships Learning Communities Learning on Location: Place-Based Pedagogies Mentoring Service-Learning Student-Faculty Partnership Supporting Neurodiverse and Physically Disabled Students Undergraduate Research Work-Integrated Learning Writing Transfer In and Beyond the University Reference List Entry:Stolpe, Karin, Andreas Larsson, and Marlene Johansson Falck. 2026. "Discipline-Specific AI Literacy (DiSAIL): A Theoretical Framework for Situated Engagement with Generative AI in Education." International Journal of Technology and Design Education 36: 1917–1932. https://doi.org/10.1007/s10798-026-10060-3.About this Journal Article:This article introduces the Discipline-Specific AI Literacy (DiSAIL) framework, which emphasizes that AI literacy should be developed within the context of specific academic disciplines rather than through generic AI skills alone. The authors argue that meaningful engagement with genAI requires students to understand disciplinary knowledge, practices, and ethical considerations while using AI tools. This framework is a useful tool for higher education researchers and faculty seeking to integrate AI literacy into discipline-specific curricula and learning activities. Annotation by Aaron Trocki To prepare instructors and students to use AI effectively, we must attend to disciplinary cultures, norms and epistemologies. This article highlights ways to frame and navigate AI in disciplinary contexts. Annotation by Lisa Berry
