This study delves into the future trajectory of Korean language education leveraging artificial intelligence (AI), by employing a comparative analysis to scrutinize the interests of academia and society in AI literacy education. The findings indicate that current research on domestic AI literacy education is primarily focused on educational goals and content, emphasizing problem-solving skills and interdisciplinary convergence, notably in 'writing.' In contrast, media articles tend to focus more on 'reading' and 'future talent,' exhibiting greater attention to education, technological advancements, and shifts in educational services. The study revealed that AI-based literacy education transcends mere transfer of technical knowledge and encompasses social, ethical, and critical thinking dimensions. Consequently, it advocates for charting a new path in literacy education tailored to the digital age, proposing strategies to integrate digital technology into education, encouraging learner-centered approaches to literacy education, and developing educational programs rooted in reading theory and writing. It also highlights the need to bolster the expertise of Korean language teachers and stimulate interdisciplinary research endeavors. In light of these findings, this study investigates the perceptions of academia and society regarding the impact of AI and digital technology on literacy education. The study is expected to serve as a valuable resource offering insights into understanding and incorporating them into educational contexts.