JCERJournal of Contemporary Educational Research2208-84662208-8474Bio-Byword Scientific Publishing Pty. Ltd.10.26689/JCER.v10i9.15659ArticleAI Literacy in Senior High School Art Education: Conceptualization, Dimensions, and Approaches to Developmenthttps://artdesignp.com/journal/JCER/10/9/10.26689/JCER.v10i9.15659TianWenxin,LiuDaohai20261092026-09-30Generative artificial intelligence (AI) has transformed the generation, modification, and presentation of images in senior high school art classrooms and brought students’ aesthetic judgment into greater prominence. Establishing dialogue among the Curriculum Standards for Art in General Senior High Schools, AI‑literacy frameworks, and visual‑culture education research, this paper adopts conceptual analysis and curriculum‑context analysis. It defines AI literacy in senior high school art education as subject‑specific literacy with which students understand generation mechanisms when confronting AI‑generated images, express aesthetic intentions, engage in human‑AI collaboration, and clarify creative responsibilities. Accordingly, four dimensions are proposed: aesthetic judgment of AI‑generated images, translation of aesthetic intentions, collaborative creation with AI, as well as communication and interpretation of AI‑produced works. Instead of setting up separate tool‑oriented courses, the cultivation path should be embedded into existing modules such as art appreciation, modern‑media art, painting, and design.Senior High School Art Education, AI literacy, Generative artificial intelligence, Aesthetic judgment, Human‑AI collaboration

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