A Cross-National Comparative Analysis of AI Education Policy Frameworks in South Korea, Japan, and China: A Review

다국어 초록 (Multilingual Abstract)

Purpose: The current study examines how national artificial intelligence (AI) education policy frameworks are designed and implemented in South Korea, Japan, and China. As AI becomes a strategic driver of economic competitiveness, education systems increasingly serve as policy instruments for long-term workforce and innovation development. Research design, data and methodology: Adopting a structured literature review approach for investigating in the literature dataset, this study synthesizes academic research, policy analyses, and comparative education studies related to AI education strategies in the three countries. The review focuses on policy objectives, governance structures, curriculum orientation, and implementation mechanisms. Results: The comprehensive review procedure has identified distinct national patterns. South Korea emphasizes system-wide digital competence and curriculum integration, Japan prioritizes ethical AI literacy and human-centered design, and China adopts a state-led, large-scale approach linking AI education directly to industrial and national development goals. Despite shared recognition of AI's importance, policy execution reflects differing institutional logics. Conclusions: All in all, the findings of the current research have suggested that AI education policies are shaped less by technological convergence than by national governance traditions and economic priorities. Understanding these differences provides insight into how education policy functions as a strategic tool in the AI era.