AI Governance and the Development of AI Literacies in Higher Education: A Thematic Analysis

Higher education institutions face mounting pressure to integrate artificial intelligence (AI) into academic programs while establishing governance structures that are both responsible and adaptable. Yet empirical research on how academic leaders actually navigate AI governance decisions remains limited. This study uses a thematic analysis of 16 published works on AI literacies frameworks plus preliminary survey findings to examine two questions: How do academic leaders navigate and make decisions about AI governance? And how does the development of AI literacies relate to AI governance decision-making? Drawing on the AI Education Policy and Practice Framework (Gunder, 2025; WCET, 2025) and the Dimensions of AI Literacies taxonomy (Gunder, 2024; Gunder et al., 2024), the analysis reveals that governance efforts cluster around three themes: policy and ethics, leadership and culture, and institutional accountability. Findings indicate that governance activities both employ and develop AI literacies at the institutional level, particularly Civic, Critical, Cultural, and Cognitive AI Literacies. The study also identifies persistent challenges, including fragmentation of governance structures and tension between the urgency of AI adoption and the risk of premature policy. The paper concludes with opportunities for creating durable, transparent, and inclusive governance practices that position AI literacy development as integral to institutional strategy.