National and international policy documents emphasize the need for AI-related competencies “for all”, but there is little clarity on what these competencies should include, and determining what non-experts need to know remains a challenge. AI literacy has become a widely discussed topic in this context, often referring to a set of skills that empower individuals to critically evaluate AI, communicate and collaborate effectively with AI systems, and utilize AI as a tool across diverse contexts, including online environments, homes, schools, and workplaces. However, what AI literacy looks like in practice depends on factors such as age, level of education, and individual background. In this article, we frame AI literacy based on a qualitative analysis of the views of 33 international experts from various disciplines on what AI literacy in K-12 education should encompass. This analysis builds on existing AI literacy frameworks, with a focus on understanding and critically evaluating AI’s role in daily life, recognizing and using AI, and designing AI solutions for everyday problems. The findings show that experts emphasize a wide range of knowledge, skills, and attitudes, highlighting the importance of multiple perspectives when exploring this emerging field.