With the increasing adoption of artificial intelligence (AI) in education and the emergence of AI-enhanced technologies and intelligent tools in learning environments, there is a strong emphasis on the importance of teachers and students learning and utilizing these tools in the educational process. One of the key concepts in this regard is AI literacy. The purpose of this study was to identify and explain the components of AI literacy. Given the nature of the research questions, a qualitative approach using inductive content analysis was employed. After reaching code saturation and completing the coding process, three main components were extracted: cognitive skills, ethical skills, and affective-motivational skills. The analysis of the relationships between these elements revealed that teaching AI literacy to students beyond mere familiarity with and use of AI tools can help them develop a broader understanding of AI concepts and motivate them to apply AI in problem-solving. Additionally, learners can come to recognize the importance of upholding ethical rights in AI-based learning environments.