Artificial intelligence poses new challenges and higher requirements for information literacy education in university libraries. This paper investigates Al literacy education in foreign university libraries through a detailed analysis of AI LibGuide, focusing on two primary research questions: RQ 1: What is the current status of Al literacy education conducted in foreign universities as reflected in Al LibGuide? RQ 2: What are the key components of Al literacy education framework in foreign universities as evidenced by AI LibGuide? This paper aims to investigate Al literacy education conducted in foreign university libraries through AI LibGuide, with the purpose of providing suggestions and recommendations for Chinese university libraries to improve Al information literacy education. To achieve this, this paper begins with an extensive network survey of 40 leading foreign university libraries, ultimately selecting 26 with AI LibGuide as research objects. A content analysis is then conducted to examine the themes and structures present in these LibGuide. Based on the investigation, this paper analyzes the current status of AI LibGuide in foreign university libraries from the perspectives of categories, types and target audiences. The survey revealed that out of 26 university libraries, 18 have created special AI LibGuide, 8 set Al-related contents within an existing LibGuide. Furthermore, the majority provide comprehensive AI LibGuide, with 8 specializing in Al citation and 1 solely on Al ethics. Additionally, most AI LibGuide are designed to serve all disciplines and all faculty and students within the university while the University of Chicago Library and Macquarie University Library have customized their AI LibGuide to specific scenarios. Effective Al literacy education requires a well-structured content framework. Based on the summary of the AI literacy definition, this paper then analyzes the content of AI LibGuide of foreign university libraries across five critical dimensions: Al knowledge, AI usage, Al citation, Al thinking and AI ethics. The five aspects are the key components of Al literacy education framework. This framework can be employed by university libraries to conduct Al literacy education. University libraries can choose one or more aspects as the contents of Al literacy education. Finally, recommendations are provided for Chinese university libraries to enhance Al literacy education, including boosting the libraries' role in Al literacy, establishing a comprehensive curriculum framework, adapting programs to different audiences and contexts, and diversifying teaching methods of Al literacy education. [ABSTRACT FROM AUTHOR]