AI Literacy in the Psychology Curriculum—Balancing Tradition and Innovation?: Comment on Robinson et al. (2026)

Artificial intelligence (AI) and AI-powered tools are developing rapidly, and they are widely associated with innovation and efficiency. On the other hand, scepticism toward AI development highlights several risks, including environmental costs, misuse of the AI technology, and job displacement. As AI systems increasingly automate both administrative and cognitive tasks, many traditional professional roles become vulnerable. Although new forms of employment may emerge, the transition is uneven and may deepen existing social and economic inequalities. This trend is often discussed in the context of a broader psychological impact described as AI anxiety (Kim et al., 2025; Wang et al., 2024). Individuals may experience stress due to uncertainty about employment and the growing influence of AI algorithmic systems. The increasing presence of AI in daily life can create a sense of diminished human agency and erode trust in information, especially as AI-generated content becomes harder to distinguish from human-produced material. From this perspective, AI also raises concerns in education, particularly regarding academic dishonesty. Tools capable of generating essays, solving complex problems, or writing code challenge traditional assessment methods. Their misuse can undermine learning by encouraging reliance on automated outputs rather than independent thinking (Du et al., 2025), while also complicating efforts to ensure academic integrity (Luo, 2024; Lyu et al., 2025). However, at the same time, AI tools open new opportunities for both learners and educators.

These developments bring new requirements into many occupations, and there is no doubt that they must be reflected in the education and training of future professionals, including psychologists. The target article, “Integrating Established APA Resources with AI Proficiency will Empower the Psychology Major” by Robinson et al. (2026), presents a timely argument about the evolution of psychology education in the age of AI. Psychology, as a discipline, is uniquely positioned to engage with AI. Psychology students already develop skills in critical thinking, data interpretation, ethical reasoning, and understanding human behavior, which are competencies that align naturally with the demands of AI literacy. According to the Artificial Intelligence Act (Regulation (EU) 2024/1689, 2024), AI literacy is essential to ensure that individuals can use, operate, and evaluate AI systems responsibly and effectively within their specific professional and social contexts. By framing AI proficiency not as a separate technical specialization but as an extension of existing psychological training, the authors open an important discussion about the integration rather than reconstruction of psychology curricula.

The authors anchor the argument in established frameworks like The APA's Guidelines for Undergraduate Psychology Major 3.0 (APA, 2023), The Principles for Undergraduate Education in Psychology (APA, 2023), and The Skillful Psychology Student (Naufel et al., 2018). The documents already emphasize transferable skills, including scientific reasoning, communication, and ethical responsibility. These are all highly relevant in AI-related contexts. The authors suggest extending these competencies to include AI tools and applications, which can lead to the enduring value of the psychology degree and expand career opportunities available to psychology majors who are proficient in AI.

AI technologies raise significant ethical concerns, including bias, privacy, and the potential misuse of data. Psychology students, trained in ethical standards and human-centered thinking, should be well-equipped to navigate these challenges. The authors argue that incorporating AI into the psychology curriculum should not focus solely on technical skills but also on responsible use. This perspective is particularly important given the increasing influence of AI in areas such as mental health assessment, hiring practices, or using AI chatbots as companions and counselors. Psychology graduates who understand both the potentials and limitations of AI can serve as critical voices in ensuring that these technologies are used ethically and equitably.

It is evident that teachers and students may differ in their attitudes toward AI (Chan & Tsi, 2024), while some educators remain reluctant, students tend to be more open to using new technologies. Robinson et al. (2026) argue that psychology educators are already equipped with the human and technological expertise, as well as a foundation in the science of learning, to lead this transformation and equip students with the necessary knowledge and skills. They also highlight an opportunity for psychology educators to engage students in discussions about the impact of AI on a wide range of topics within the field. Psychology educators play a crucial role in the implementation of AI literacy into psychology curriculum; however, it remains unclear whether they have received sufficient training to incorporate AI concepts and tools into their teaching and critically evaluate the AI implications.

While the authors advocate for integration into the existing curriculum, a more detailed discussion of how AI proficiency should be implemented in practice is needed. For example, how should AI training be incorporated into existing courses? What training and skills would psychology educators need to incorporate AI literacy into their teaching? Or, which stakeholders could be involved as partners in this process? Addressing questions like these should be the next step in this discussion.

Additionally, emphasizing AI proficiency should not overshadow other important aspects of psychology education. While AI literacy is undoubtedly a valuable skill, the core mission of psychology education, understanding human cognition, emotion, and behavior, should remain central. The challenge lies in integrating AI in a way that enhances, rather than detracts from, this mission. While the authors emphasize ethical considerations, we should discuss how to preserve the distinctly human focus of psychology in an increasingly automated landscape. This is not simply a curricular issue but a philosophical one: what aspects of human behavior and experience cannot be reduced to algorithms?

There is a need to adapt psychology education to a changing world. At the same time, critical reflection reveals that this adaptation is not simply a matter of adding new skills to an existing framework. It involves reexamining what it means to study psychology, what kinds of knowledge we value, and how we prepare students to navigate a future in which the boundaries between human and machine intelligence are increasingly blurred. I fully agree with the authors that the psychology curriculum should reflect these developments and the newly emerging career paths for psychology graduates, who will live their professional lives needing to balance AI usability and professional replaceability.

In conclusion, Robinson et al. (2026) have offered a highly relevant argument for the inclusion of AI literacy in undergraduate psychology education. Its strengths lie in its alignment with established APA frameworks, its emphasis on ethical considerations, and its recognition of evolving career demands. AI proficiency is no longer optional but essential for undergraduate psychology students, and integrating this competency into existing frameworks may enhance both the relevance and utility of the degree. The near-future conversation should focus on addressing further philosophical, practical, and pedagogical steps needed to meaningfully incorporate AI into undergraduate psychology education.