EmpoweringLearnersfortheAgeofAI

AnAILiteracyFrameworkforPrimaryandSecondaryEducation

European

commission

像》OECD

WithSupportFrom

需

REVIEWDRAFT(May2025)

EmpoweringLearnersfortheAgeofAI-ReviewDraft(May2025)

Welcome!

EmpoweringLearnersfortheAgeofAI:AnAILiteracyFramework

forPrimaryandSecondaryEducation(AILitFramework)isajoint

initiativeoftheEuropeanCommissionandtheOrganizationfor

EconomicCooperationandDevelopment(OECD).Candleadinginternationalexpertssupportitsdevelopment.TheAILitFramework

contributestothePISA2029Media&ArtificialIntelligenceLiteracyassessment.

ThisdraftframeworkalsoalignswiththebroaderEuropeanCommissioneffortstopromotequalityeducationandskillsprovisionforthedigital

transformationinthecontextoftheDigitalEducationActionPlan

2021-2027.Inparticular,theframeworkrespondstothe2023CouncilRecommendationsondigitaleducationandskills.Itcomplementsthe2022Ethicalguidelinesontheuseofartificialintelligence(AI)anddatainteachingandlearningforeducatorsandDigComp2.2:TheDigital

CompetenceFrameworkforCitizens.Morebroadly,theEUAIAct,thefirstcomprehensivelegislationonAIintheworld,promotesahuman-centeredandrisk-basedapproachtotheadoptionofAIsystems.In

particular,Article4oftheActrequiresbothprovidersanddeployersofAIsystemstoensurethattheirstaff,andanyoneusingthesystemsontheirbehalf,haveanadequatelevelofAIliteracy.

Thisdraftisintendedtoelicitfeedbackfromeducatorsand

stakeholders.WehopeitsparksadialogueaboutwhatAIliteracymeansandhowteachingandlearningmustevolveinanageofAI.Wealsolookforwardtoengagingwithstakeholdersoverthenextseveralmonthsandinviteyoutoprovidefeedbackatin-personandvirtualeventshosted

bytheEuropeanCommission,OECD,C,andournetworkof

internationalexpertsandorganizations.YourinputplaysacrucialroleinshapingthefutureofAIliteracy.

European

commission

像》OECD

WithSupportfrom

需

OpenforusewithintherestrictionsgrantedbyCreativeCommonsAttribution-ShareAlike4.0(CCBY-SA4.0):

/licenses/by-sa/4.0/

Copyright2025OECD.Allrightsreserved.

ThisdocumentwasproducedwiththefinancialassistanceoftheEuropeanUnion.TheviewsexpressedhereincaninnowaybetakentoreflecttheofficialopinionoftheEuropeanUnion.

EmpoweringLearnersfortheAgeofAI-ReviewDraft(May2025)

ExpertGroup

Aninternationalteamofexpertsinformedthedevelopmentofthisdraft.Theirinsightensuresthattheframeworkalignswithresearchandpracticeattheintersectionsofeducation,technology,andlearningdesign.

CathyAdams,ProfessorofEducationalComputing,FacultyofEducation,UniversityofAlberta,Edmonton,Canada

RominaCachia,ScientificTeamLeader,JointResearchCentreoftheEuropeanCommission,Seville,SpainKariKivinen,EducationOutreachExpert,EuropeanIntellectualPropertyObservatory,Alicante,Spain

VictorKoleszar,PedagogicalCoordinatorforComputationalThinkingandArtificialIntelligence,Ceibal,Montevideo,Uruguay

LidijaKralj,IndependentExpertinAIandDataEducation,VelikiBukovec,Croatia

VictorR.Lee,AssociateProfessorofLearningSciencesandTechnologyDesign,StanfordUniversity,Stanford,California,USA

TaraNattrass,ManagingDirectorofInnovationStrategy,ISTE+ASCD,Arlington,Virginia,USA(participateduntilMarch2025)

FlorianRampelt,ProgramDirector,FutureSkills&AI;ManagingDirectoroftheAICampus,Stifterverband,Berlin,Germany

PatiRuiz,SeniorDirector,EdtechandEmergingTechnologies,DigitalPromise,RedwoodCity,California,USAJosephSouth,ChiefInnovationOfficer,ISTE+ASCD,Arlington,Virginia,USA

ThierryViéville,SeniorResearcherinComputationalNeurosciences,NationalResearchInstituteinComputerScienceandControlTheory(INRIA),Bordeaux,France

DevelopmentTeam

EmpoweringLearnersfortheAgeofAI:AnAILiteracyFrameworkforPrimaryandSecondaryEducationisajointinitiativeoftheEuropeanCommissionandtheOrganizationforEconomicCooperationand

Development(OECD).Candleadinginternationalexpertssupportitsdevelopment.TheEuropeanCommissionco-fundedtheframeworkandassistedwithexpertisebuiltonpreviousworkattheEUlevel.Thedevelopmentteamwasresponsibleforoverallprojectmanagement,hostingfocusgroups,conductingresearch,draftingversionsoftheframeworkforreview,processingfeedback,anddesigningthedraft

documentandwebsite.

Acknowledgements

TheTeachAIcommunityprovidedvaluableinsightstoinformthedevelopmentofthisdraftframework.Illustrations:AbiyasaAdiguna

SuggestedCitation:OECD(2025).EmpoweringlearnersfortheageofAI:AnAIliteracyframeworkforprimaryandsecondaryeducation(Reviewdraft).OECD.Paris.

EmpoweringLearnersfortheAgeofAI-ReviewDraft(May2025)

Contents

01Introductionp.6-9

WhyAILiteracy?

WhatisAI?

YoungPeopleareExperimentingwithAIandNeedGuidance

AILiteracyisanEducationalPriority

IntendedAudiencefortheFramework

ProvideFeedbackonthisDraft

02FoundationsoftheAILitFrameworkp.10-14

BuildingonExistingFrameworks

ResearchProcessandThemes

TheAILitFrameworkDevelopmentPrinciples

TheRoleofEducators

LearnerPersonas:WhatDoesAILiteracyLookLikeinAction?

03FrameworkStructurep.15-17

TheFourDomainsofAILiteracy

Knowledge,Skills,andAttitudes

EthicsintheFramework

RelationshiptoOtherTopicsandDisciplines

EmpoweringLearnersfortheAgeofAI-ReviewDraft(May2025)

04Knowledge,Skills,andAttitudesp.18-23

Knowledge

Skills

Attitudes

p.24-38

05Competences

TheAnatomyofaCompetenc

e

EngagingwithAI

CreatingwithAI

ManagingAI

DesigningAI

06What’sComingNext?p.39

UseAItoExploretheFramework

07Referencesp.40-42

01

Introduction

WhyAILiteracy?

Asartificialintelligence(AI)increasinglyinfluenceshowweaccessinformation,communicate,andmake

decisions,AIliteracybecomesessentialfornavigatingdailylife,creatingwithpurpose,andpreparingfor

thefutureoflearningandwork.AIliteracyequipslearnersandeducatorstounderstandboththerisksandopportunitiesthatAIpresents,andtomakemeaningfulandethicaldecisionsaboutitsuse.IthelpslearnerscriticallyevaluateAI’simpactontheirlives,education,andcommunitieswhilepreparingthemtoshapethefuture.However,tofullyrealizethepotentialofAIliteracytoshapelearning,keybarrierstoimplementationmustbeaddressed,including:

?AlackofasharedunderstandingofwhatAIliteracyisandhowtoteachit.

?UncertaintyabouthowAIfitsintovarioussubjectareas.

Thispublicationservesasastartingpointforteachers,educationleaders,educationpolicymakers,andlearningdesignerstounderstandAIliteracyanddecidehowitfitstheirneeds.EstablishingacommonlanguageaboutAIliteracyisinstrumentalforconsistencyacrossdiverseeducationalsettings.

DefinitionofAILiteracy

AIliteracyrepresentsthetechnicalknowledge,durableskills,andfuture-readyattitudesrequiredtothriveinaworldinfluencedbyAI.Itenables

learnerstoengage,createwith,manage,anddesignAI,whilecriticallyevaluatingitsbenefits,risks,andethicalimplications.

ThisdraftdefinitionbuildsonexistingdefinitionsfromtheEUAIAct,OECD,UNESCO,andotherorganizations.

WhatisAI?

ArtificialIntelligence(AI)isa“machine-basedsystemthat,forexplicitorimplicitobjectives,infers,fromtheinputitreceives,howtogenerateoutputssuchaspredictions,content,recommendations,ordecisionsthatcaninfluencephysicalorvirtualenvironments”(OECD,2024).AsdefinedintheEUAIAct,andinalignmentwiththeOECDdefinition,“AIsystemmeansamachine-basedsystemthatisdesignedtooperatewith

varyinglevelsofautonomyandthatmayexhibitadaptivenessafterdeployment,andthat,forexplicitor

implicitobjectives,infers,fromtheinputitreceives,howtogenerateoutputssuchaspredictions,content,recommendations,ordecisionsthatcaninfluencephysicalorvirtualenvironments”(EUAIAct,2024).

Theterm“AI”inthispublicationreferstoabroadrangeofAIsystems.Whenwarranted,specifictermssuchas“generativeAI”or“machinelearning”areused.

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EmpoweringLearnersfortheAgeofAI-ReviewDraft(May2025)

YoungPeopleareExperimentingwithAIandNeedGuidance

AsyoungpeoplebeginusingAIinmoreaspectsoftheirlives,

theyneedguidancetounderstandwhatitmeans,howitworks,andhowtouseitresponsibly.Themajorityofyoungpeople

arealreadyusingAI,experimentingandpracticingwithAIin

bothstructuredandunstructuredwaysintheirpersonaland

49%of17-to27-year-oldsstrugglewithcriticallyevaluatingand

identifyingAI’sshortfalls,suchaswhetherAIsystemscaninventfacts.

Source:Merriman&SanzSáiz,2024

professionallives(Merriman&SanzSáiz,2024).Butasthey

useAI,learnersmayencounterdisinformation,misinformation,andbias,raisingconcernsoverprivacyandfairness.AImay

alsocreateskillsandachievementgapsamongpeersand

highlightadisconnectbetweenwhatlearnersseeasessentialtotheirfutureandwhatschoolscurrentlyprovide(VodafoneFoundation,2024).

AIliteracyprovidesaclearunderstandingofhowAI

technologiesworkandwhattheirresponsibleuseentails,so

thatlearnerscanmakesafeandinformeddecisions.Learners

canalsobenefitfromtheopportunitiesAIbringstotheirlives,work,andstudies.AIliteracymustbegroundedintrusted

information,afocusonethics,andacommitmenttosocialgood.

HowDoesGenZLearnAboutAI?

55%

SocialMedia

35%

15%

Educators

News/Media

12%

Employers/Colleagues

Source:HowcanweupskillGenZasfastaswetrainAI?(Merriman&SanzSáiz,2024)

(5,218respondentsdistributedglobally)

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EmpoweringLearnersfortheAgeofAI-ReviewDraft(May2025)

TheAISkillsGap

A2024studyof12-to17-year-oldsacrossEuropereportedthat:

●

74%

BelievethatAIwillplayasignificantroleintheirprofessionallives.

44%

PerceivetheirteachersaswellpreparedtoworkwithAIapplications.

46%

ThinktheirschoolsadequatelypreparethemforAI.

49%

WorrythatAIcouldwidengapsinacademicsuccessamongpeers.

Source:AIinEuropeanSchools:AEuropeanreportcomparingsevencountries(VodafoneFoundation,2024)

(7,000studentsacrossGermany,Greece,Portugal,Romania,Spain,Türkiye,andtheUK)

AILiteracyisanEducationalPriority

ThisframeworkcentersontheroleofAIliteracyinteachingandlearning,asAI’semergingpresencein

educationaffectshowlearnersresearch,write,andcollaborate,aswellashoweducatorsplanlessonsand

providefeedback.AfoundationalunderstandingofAIsupportseducatorsinmakingtheirowndecisionsaboutwhenandhowtouseAIbasedonthestudentsandcontenttheyknowbest.Withoutthissupport,learners

mayuncriticallyacceptAI-generatedcontent,adopthabitsthatcompromiseacademicintegrity,orneglectskillslikecriticalthinkingandempatheticjudgment.TheymayalsooverlooktheopportunitiesAIofferstoenhancetheirownlearningexperiencesandintroducenewskills.MakingAIliteracyaneducationalpriorityensuresthatstudentsknowhowtoevaluate,question,andapplyAIresponsiblyintheiracademiclives,andthriveincontextsbeyondtheclassroom.

IntegratingAIliteracyisasharedresponsibilityacrosstheeducationecosystem,ratherthanthedutyof

anyindividualeducator.EducatorsareencouragedtoembedAIliteracywhenandwhereitalignswiththeirsubjectandcontext.Thecompetencesoutlinedinthisframeworkareintendedtobedevelopedacross

alearner’sprimaryandsecondaryeducationexperience,informalandinformallearningenvironments,includingschools,homes,andcommunitysettings.

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EmpoweringLearnersfortheAgeofAI-ReviewDraft(May2025)

IntendedAudiencefortheFramework

Thisframeworkisdesignedforteachers,educationleaders,educationpolicymakers,andlearningdesigners.Itoutlinescompetencesandlearningscenariostoinformlearningmaterials,standards,school-wideinitiatives,andresponsibleAIpoliciesforprimaryandsecondaryeducationsettings.

“

IneedtoknowhowAIcanhelpmystudents

Teacher

learnandhowIcanintegrateAIliteracyintomycurriculumduringmyfullschoolday.

“

EducationLeader

IwanttodevelopAIliteracyinitiativesformyschoolorprofessionalorganizationandam

lookingforeasy-to-followguidance.

“

Education

Policymaker

IhelpshapeAIliteracyinitiativestoensurelearnersandeducatorsarereadyfortheageofAI,andIwantpractical,research-backedadvicetoguidepolicies.

LearningDesigner

“

Idesigninstructionalcontentand

trainteachers,andIwanttoincludeAIliteracyasakeyfeatureinmyresources.

ProvideFeedbackonthisDraft

Overthenextfewmonths,stakeholdersfrom

aroundtheworldareencouragedtosharetheirfeedbackandinsights.Thefinalversionofthe

frameworkwillbereleasedin2026,accompaniedbylimitedexemplarsofAIliteracyincurriculum,assessment,andprofessionallearning.

EmpoweringLearnersfortheAgeofAI-ReviewDraft(May2025)

Weinviteyoutocontributetotheseeffortsviathefollowinglink:

/ailiteracy/review

9

02

FoundationsoftheAILitFramework

BuildingonExistingFrameworks

TheAILitFrameworkbuildsonideasandpracticesfrompreviousdigitalcompetenceandAIliteracy

frameworks.Collectively,theseframeworksensuredthattheAILitFrameworkisinternationallyinformed,relevanttoeducators,andgroundedintheethical,technical,andsocialdimensionsofAIliteracy.

TheEuropeanCommission’sDigitalCompetenceFrameworkforCitizens

(DigComp)competencecategorizationandemphasisonlearneragencyinits

knowledge,skills,andattitudesinfluencedthecontentoftheAILitFramework,whileitsrealisticemploymentandlearningusecasesinformedtheframework’sstructure.

UNESCO’sAICompetenciesforStudentsandAICompetenciesforTeachers

influencedAILitFramework’sfocusonglobalrelevanceandimplementation.

UNESCO’sworkalsopromptedconsiderationforcleardistinctionsbetween

learner-specificAIliteracyoutcomesandwaysthateducatorscansupporttheseexperiencesintheclassroom.

TheDigitalPromiseAILiteracyFramework’sinterconnectedModesof

Engagement,withcross-cuttingAILiteracyPracticesandenumeratedTypesofUse,providedafoundationforhowtheAILitFrameworkdefinescompetencesandframeslearners’specificinteractionswithemergingtechnologies.

TheAI4K125BigIdeasinAIinformedthetechnicalaspectsoftheframework,includingthenatureofAIandroleofdataintheAItrainingprocess.

TheAILitFrameworkbuildsontheseefforts,emphasizingadurablefoundation,interdisciplinaryintegration,practicalapplication,andinsightsfromaglobalcommunityofexperts.Itoutlinesessentialknowledge,skills,attitudes,andcompetencesthatwillremainrelevantasAIcontinuestoevolve,withafocusonconceptsthattranscendspecifictoolsortrends.TheframeworkalsosupportsinterdisciplinaryconnectionsacrosssubjectsandempowerslearnerstoengagewithAIcritically,ethically,andcreatively.

TheAILitFramework’sprimaryandsecondaryeducationscenariosillustratehowAIliteracycanbe

practicallyimplementedinclassrooms,andinsomecaseswithouttheneedforAItechnologies.Developed

incollaborationwithinternationalexpertsineducationandlearningsciences,theframeworkisdesignedtobefoundational,adaptable,andgloballyapplicable.Itsimplementationissupportedbyadiversenetworkofpartnersincurriculumdevelopment,research,assessment,andpolicy.Thefinalversionoftheframeworkwillbeaccompaniedbyclassroom-readyexemplarsandinformthedevelopmentoftheinnovativedomainofthePISA2029assessment.

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EmpoweringLearnersfortheAgeofAI-ReviewDraft(May2025)

ResearchProcessandThemes

Thisdraftisinformedbyresearchthatincludedthereviewofexistingframeworksondigitalcompetence,

medialiteracy,andAIliteracy,andtheanalysisofcurriculaincomputerscience,datascience,socialsciences,andcareereducation.Italsoincorporatesmultipleresearchmethodssuchasliteraturereviews,expert

interviews,andfocusgroupswithpotentialusers.Threekeythemesemergedfromthisprocess:technicalknowledge,thehumanskillsneededtocollaborateeffectivelywithAI,andethicalconsiderations.

Theme1:HowAIandMachineLearningWork

UnderstandingAIhelpslearnersdispelmisconceptionsaboutthetechnologyandenablesamore

informedevaluationofitsimplications.AIisn’tmagicorall-knowing:Itprocessesdatausingstatistical

inferencesandlogictoproduceoutputs(Allen&Kendeou,2023;Touretzky&Gardner-McCune,2022).Ithasbeentrainedbydatathatcomesfrompubliclyavailableinformation,user-generatedcontent,

databases,andreal-timeinteractionscollectedthroughsensorsanddigitalsystems(AI4K12,2022;

aiEDU,2024).AImodels“l(fā)earn”notthroughauthenticunderstanding,butbyadjustingstatistical

weightsbasedonthesedatasets(Touretzky&Gardner-McCune,2022).Thisproducessophisticated

outputsbutmakesAIvulnerabletoreplicatingtheharmfulandstatisticalbiasesembeddedinitstrainingdataorintroducedduringdevelopment(AI4K12,2022;aiEDU,2024;Sparksetal.,2024).TheAILit

FrameworkemphasizesthatlearnersmustdevelopastrongunderstandingofAI’stechnicalfoundations,includingitsrelianceondata,probabilities,andinputs.Bydemystifyingthesetechnicalunderpinnings,

learnersdevelopacomprehensiveunderstandingofbothAI’scapabilitiesandlimitations.Ultimately,theydrawconnectionsbetweenhowAIworksandthewaysitmightimpactthemselvesorothers.

Theme2:HumanSkillstoEmphasizeforSuccessfulCollaborationwithAITools

TheAILitFrameworkemphasizesseveralskillsandattitudesthatsupportlearners’successfulcollaborationwithAI.Traditionallearningcompetencessuchas

metacognitionandcriticalthinkingremainhighlyrelevanttointeractionswithAI.

Communication,questioning,andperspective-takingskillsassumenewimportanceininteractionswithAIandinbroaderdiscussionsaboutitsimplementation(Thoman&Jollis,2008;Kafaietal.,2019;aiEDU,2024).Traditionalcomputationalthinking

skills,suchasabstraction,decomposition,andproblemformulation,assume

additionalrelevancebeyondthecomputerscienceclassroom,asstudentsencountertechnologicalchallengesintheirdiverseeverydaycontexts(Allen&Kendeou,2023;Dasgupta&Hill,2021).Thisframeworkdeliberatelycentershumancapabilities

withinAI-specificcompetences,ensuringlearnerscaneffectivelyleverageAItoolswhilemaintainingqualitiesthattechnologycannotreplicate.

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EmpoweringLearnersfortheAgeofAI-ReviewDraft(May2025)

Theme3:AI’sEffectsonIndividuals,Society,andtheEnvironment

LearnersmustthinkcriticallyabouthowAIalreadyaffectsthemandhowitwillcontinuetoshapetheirfutures.Ratherthantreatingethicsasasupplementtotechnicalconcepts,thisframeworkemphasizesthatvalues,context,andaccountabilityareinseparablefromlearningwithandaboutAI.Thisapproachalignswithinternationalresearchandexistingpolicyrecommendationsandinitiatives(European

Commission2020,2022;Miaoetal.,2024;Vuorikarietal.,2022).LearnersmustunderstandthatAI

existswithinsocialandpoliticalsystemsandthatalgorithmicoutputscanreinforceexistingpatterns

ofunfairnessifnotcriticallyexamined.Thisalsoincludesconsiderationsabouttheethicsofhow

trainingdatawascollectedandclassified(Buolamwini&Gebru,2018;Noble,2018;TeachAI,2024).

ThroughouttheirinteractionswithAI,learnersmustreflectonitsreal-worldimplications:whocan

benefitorbeharmedbyAIsystems;whatperspectivesarerepresentedandexcludedinbothtrainingdataandAI-generatedoutputs;and,howAIsystemsinfluencepersonalautonomy,ownership,and

accesstoinformation(White&Scott,2024;Miaoetal.,2024).TheAILitframeworkreinforcesethicalconsiderationthroughpracticalcompetences,mirroringcallstotreatethicalevaluationasacoreskillinone’sdigitallife.CultivatingAIliteracyhelpslearnersnavigateaworldwheretechnologicaldecisionsaredeeplyintertwinedwithpower,equity,andaccountability.ItequipsthemtoasknotonlywhatAI

cando,butalsowhatitshoulddoandwhomitserves.

Additionally,theAILitFrameworkcompelslearnerstoweightheenvironmentalcostofusingAI

systemswithAI’srelevancetospecifictasks.Atthetimeofpublication,AIsystemsrequiresignificantamountsofenergy,materials,andwater,whilecontributingtoglobalcarbonemissions(Zewe,2025;Bashiret.al.,2024).OngoingeffortstoimprovesustainabilityincomputingfocusonAI’spotentialtoincreaseenergyefficiencyoraddressuniqueclimate-relatedproblemsthatothertechnologiescannot(Bashiret.al.,2024).WhileAI’slong-termeffectsonnaturalresourceshaveyettobefullyrealized,

thisrepresentsanopportunityforlearnerstothinkmorebroadlyabouttherelationshipbetweenthedigitalandphysicalworld.

TheAILitFrameworkDevelopmentPrinciples

Interdisciplinary

IntegrateAIliteracyintoawiderangeofsubjectsandeducationalsettings.

Global

Incorporateinsightsfrom

educators,researchers,andAIexpertsworldwide.

Foundational

DefineacoresetofcompetencesneededtodemonstrateproficiencyinAIliteracy.

Practical

MakeAIliteracymanageableandattainableinvariousclassroomcontexts.

Illustrative

IncludescenariosandexemplarsthatbringAIliteracytolife.

Durable

IdentifyknowledgeandskillsthatwillremainrelevantasAIevolves.

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EmpoweringLearnersfortheAgeofAI-ReviewDraft(May2025)

TheRoleofTeachersandEducators

Teachersandeducatorsplayakeyroleindevelopinglearners’AIliteracybyintegratingAIconceptsinto

concreteclassroompractice.Theyhelplearnersconnectabstractideastospecificsubjectmatter,guide

inquiryintohowAIsystemsfunction,andcreateasupportivespacefordiscussionsaboutfairness,bias,

andreal-worldimpacts(Allen&Kendeou,2023;Chiuet.al.,2021).Theprimaryandsecondaryeducation

scenariosthataccompanyeachcompetenceintheframeworkhighlightwaysthatstudentscandevelopanddemonstrateAIliteracyineducationalsettings.However,itisuptoeducatorstodecidewhentointroduce

AItools,howtoscaffoldunderstanding,andwhatitmeanstoassessstudentlearninginarapidly-changing

technologicallandscape(Allen&Kendeou,2023;Chiu&Chai,2020;EuropeanCommission,2022;Miao&

Cukurova,2024).Evenmore,theypromotetheresponsibleuseofAIbasedonavailableguidelinesfromtheireducationsystem,andusetheirexpertisetomakeage-appropriatedecisionsaboutitsuse(Miao&Cukurova,2024).Thesedecisionsstemfromaneducator’suniquerelationshipwiththeirstudentsandtheircontent

expertise.

EducatorsneedtargetedsupporttobuildtheirownAIcompetencesandtodevelopeffectivepedagogies

forguidingstudentsthroughthislearningjourney.TheAILitFrameworkoffersdifferentwaysforeducatorstointroduceAIliteracytotheirlearningenvironments.Itsknowledgestatementsemphasizeaclear

understandingofAI’stechnicalfoundations,equippingeducatorstoapproachAIliteracywithconfidenceandaccuracy.Theaccompanyingskillsandattitudes,groundedinlearningtheory,metacognition,andrecognitionofuniquelyhumancapacities,ensurethatAIliteracycanbemeaningfullyintegratedintoexistingclassroompractices.Learner-centeredcompetencesandeducationscenarioshelpteachersidentifyandprioritize

relevantAIliteracyoutcomesthatcantakeplaceintheirclassrooms.Tofurthersupportimplementation,thefinalversionoftheAILitFrameworkwillalsoincludealimitednumberofteachingandlearningexemplars.

Ultimately,educators’long-termsuccessinteachingAIliteracydependsonintegratingnewlearninggoalswithexistingprioritiesandhavingaccesstohigh-qualityinitialteachertrainingandcontinuousprofessionaldevelopmentthatbuildsAI-informedpedagogy.

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EmpoweringLearnersfortheAgeofAI-ReviewDraft(May2025)

LearnerPersonas:WhatDoesAILiteracyLookLikeinAction?

ThesepersonasillustratewhatitlookslikewhenlearnersputAIliteracyskillsintoaction.TheyserveasstartingpointsforimagininganAI-literateworld,reflectingthemanywaystheseskillstakeshape.

Jun

13years

AIinAction!

Withhermother’sguidance,Sofiauses

generativeAItoexploredifferentplotsand

experimentwithdialogueforstoriesshewrites.

Shedescribesherownideasandpossible

themestotheAItool,thenreflectsonwhether

eachsuggestionfeelsrightforhercharacters

beforemakingchangestoherwork.Sofia

appreciatesthatAIintroducesnewideasto

consider,buttrustsherowncreativevision.

AIinAction!

Junhelpsorganizeaschoolvolunteeringevent

bycollectingavailability,schedulingtheday,

andmanaginglast-minutechanges.Heuses

AItodraftschedules,thenassignsvolunteers

himselfbasedonclassmates’personalities

andstrengths.AIautomateslogisticsfor

Jun,helpinghimfocusonbuildingeffective,

collaborativeteamsfortheevent.

So?a

10years

Anika

18Years

AIinAction!

OmarsetupanAIvoiceassistantforhis

parentstohelpthemwitheverydaytasks,such

ascreatingthefamily’sscheduleorgrocery

list.Whenhestartedseeingspecificproduct

recommendationsonhissocialmediafeeds,

Omarchangedhisaccountsettingstoprevent

thesystemfromusinghisfamily’sinformation

fortargetedadvertising.

AIinAction!

Aspartofherstudies,Anikaisexperimenting

withdesigningawellnessappthatusesanAI

modeltosuggestmentalhealthresources.

Whiletestingtheapp,shenoticesthatit

sometimesrecommendsoptionsthatreinforce

genderstereotypes.Beforegoingfurtherwith

theappshemakesapointtorefinethe