This chapter establishes the pedagogical foundation for Artificial Intelligence Literacy (AIL). It begins by addressing the inherent difficulty in defining Artificial Intelligence (AI), reviewing a range of historical definitions from computer science alongside more recent ones from international bodies like the OECD and UNESCO. Adopting a multidimensional perspective, this chapter then introduces its core contribution: a comprehensive pedagogical framework for “critical AI literacy.” This framework is structured around four key dimensions: cognitive (knowing AI), operational (using AI), critical (evaluating AI), and ethical (understanding AI’s implications). To further contextualise the framework, this chapter clarifies the crucial distinction between AIL (teaching about AI) and AI in Education (AIED) (teaching with AI). Finally, it examines the ongoing debate on how AIL should be taught, weighing technical versus inclusive approaches, and ultimately advocates for an inclusive, non-specialist model. This approach aims to integrate AIL into school curricula from an early age, fostering the development of informed and critical citizenship in a society increasingly mediated by technology.