Artificial Intelligence Literacy as a Shared Educational Responsibility: Comment on Robinson et al. (2026)

Abstract

This commentary critically responds to the target article's argument that artificial intelligence (AI) literacy is best developed within the psychology major and that psychology is uniquely positioned to lead this effort. We contend that locating AI skill development within a single discipline, rather than integrating foundational, domain-agnostic AI competencies across disciplines, limits benefits for graduates. We also highlight some overlooked risks, including algorithmic bias amplification in a discipline already struggling with diversity, and over-reliance on AI for therapeutic functions. Because employers prioritize enduring human skills over technical fluency, we conclude that psychology's greatest potential lies at the intersection of deep human skills, responsible AI proficiency, and discipline-specific applications.