Abstract: [Purpose/Significance] This paper aims to investigate and summarize the current status and trends of global AI literacy education for clarifying the present situation and deficiencies and propose strategies for optimizing the AI literacy education in universities. [Design/Methodology] The study explores the developmental trends of AI literacy education based on various research materials such as policy documents, conference records, and research papers released by international organizations and developed countries. It employs the Berry-picking model to analyze innovative initiatives in AI literacy education practices at 29 universities both domestically and internationally. [Findings/Conclusion] A clear boundary and interconnection exist between AI literacy education and AI education. The orientation of international policies plays a crucial role in promoting AI literacy education, yet there is a lack of a comprehensive framework for such education. In universities, the primary AI literacy education educators consist of colleges, learning development centers and libraries, with diverse forms to deliver educational content encompassing knowledge, skills, attitudes, and ethical values. To effectively conduct AI literacy education at universities, it is imperative to establish and optimize an educational framework, while leverage the key role of university libraries. This can be achieved through the implementation of diversified educational strategies, and the enrichment of educational content based on the KSAVE model. [Originality/Value] Based on the findings by providing insights into the international development trends of AI literacy education and analyzing current innovative practices implemented in universities, this paper proposes strategies for optimization AI literacy education, which provides valuable references and guidance for the promotion and implementation of AI literacy education in universities.

Key words: AI literacy, AI literacy education, University literacy education