Draft: AI Competence Framework for Schools

The EU Commission and the Organization for Economic Cooperation and Development (OECD), with the help of Code.org, have published a draft framework for AI skills for primary and secondary education. This marks the start of the consultation process which, according to the initiators, should ensure "that the framework contains the most relevant and useful competences while meeting the needs of different education systems". The framework is intended to provide competencies and learning scenarios for learning materials, standards, school-wide initiatives and AI guidelines and "enable immediate, actionable steps to integrate AI skills into their teaching practice". It is aimed at teachers, education leaders, education policymakers and learning designers. The final version is expected in 2026.

Critical use of AI

The draft first defines the term "AI competence". "AI literacy stands for the technical knowledge, sustainable skills and future-oriented attitudes required to succeed in an AI-driven world. It enables learners to engage with, create, control and design AI while critically evaluating its benefits, risks and ethical implications." AI literacy must also be based on trustworthy information, a focus on ethics and a commitment to the common good.

At the same time, the draft makes it clear that young people and adults currently have too little AI expertise. For example, it quotes a study from 2024: "49% of 17 to 27-year-olds have difficulties critically assessing and identifying the shortcomings of AI; for example, whether AI systems can invent facts." It also refers to survey results that make it clear that 74% of young people between the ages of 12 and 17 believe that AI will play a significant role in their professional lives, but only 46% believe that their school prepares them sufficiently for AI.

Teaching AI skills is defined as the shared responsibility of the entire education system – and not the task of individual teachers. In addition, AI skills should be taught from elementary school onwards where the subject and context allow.

According to the authors, the draft framework builds on ideas and practices from previous frameworks for digital literacy and AI literacy. Research findings and analyses of curricula on computer science, data science, social sciences and vocational education were also included. Three key themes would have emerged: 1. technical knowledge, 2. human skills required to work effectively with AI and 3. ethical considerations.

Based on the definition of AI skills, the draft provides information on four different ways in which learners can use or interact with AI (domains). 1) "Interacting with AI", 2) "Creating with AI", 3) "Managing AI" and 4) "Designing AI". These four domains comprise 22 subordinate competencies. The framework provides examples of how these competencies can be taught based on key questions.

(kbe)