Abstract:

Background:
Artificial Intelligence (AI) is increasingly recognized as the “new literacy” – a set of essential competences that higher education must urgently integrate into the classic curriculum and continuously develop. Once viewed primarily as a branch of computer science, AI has now evolved into a dynamic technology that enables machines to simulate human learning, comprehension, problem-solving, decision-making, creativity, and autonomy. This exceptional dynamism contrasts sharply with the structural inertia of traditional universities, which risk falling behind urgent societal needs to prepare AI-literate graduates, regardless of their primary profession.
AI amplifies our personal and institutional capacities, providing competitive advantages through the enhancement and extension of human intelligence.
The aim of this report is to explore leading global practices and policies in AI-training and to present AI-focused educational modules in the Bulgarian (BG) higher educational context.

Methods:
The study employed a participatory approach and case study analysis of pioneering initiatives. A structured literature review was conducted in Scopus, Web of Science and Google Scholar. Keywords included “AI literacy”, “AI in higher education”, “AI curricula”, “AI policy in universities”, “AI-training programs”. Special attention was given to educational strategies from leading universities, which are shaping AI policies for student training across disciplines. Policy reports were reviewed to capture international perspectives on AI integration in education.

Results:
The search with the keywords initially identified more than 150 relevant articles. After preliminary screening and applying inclusion criteria (published 2018–2025, focused on university context), the number was narrowed to 40 studies. From these, five systematic reviews were selected, as they best illustrate good practices, challenges, policies, and ethical aspects, synthesizing evidence from 331 scientific documents.
Two BG academic initiatives are highlighted:
(1) a series of applied AI lectures at the Naval Academy in Varna, organized by the Scientific-Technical Union with the world expert Prof. Arthur Kordon, and
(2) the development of a new discipline at the Medical University of Varna (MU-Varna) – “Preventive Care & Health Promotion & AI”. These cases illustrate initial steps toward bridging local educational practices with global trends.

Discussion:
The BG case studies show that even in conservative fields like medicine and naval education, AI initiatives spark strong enthusiasm. The MU-Varna pilot drew notable student interest in linking digital skills with positive health, while Naval Academy lectures engaged diverse audiences, motivating them with real-world AI applications.
At the same time, BG higher education lags in embedding AI-training. Integration must move beyond pilots to national policy, ensuring faculty upskilling, broad student access, and attention to AI’s ethical implications.

Conclusion:
To transform the early successes of the Varna initiatives into a sustainable future, higher education in Bulgaria must move from fragmented experimentation to institutional and state-level commitment. Embedding and continuously updating AI-training as a core element of university curricula is not only a profound public necessity, but also one of the most transformative investments we can make for the future of education and society at large.

Keywords:

AI, higher education, AI-training programs, AI literacy, AI curricula, Varna, Bulgaria.