Since the launch of ChatGPT‑3.5 in 2022, governments, businesses and academics have been developing their responses. A range of white papers and development frameworks have emerged.
Coventry University Group have developed its Artificial Intelligence (AI) Competencies Framework and AI Literacy Competence Development Model for Educators. This article provides information on other frameworks , produced by different government agencies and institutions. These frameworks often reflect the specific needs and contexts of their originating bodies and so should be used in conjunction with the the University Group’s Framework.
UK Government’s AI Skills Framework is intended as a “foundational tool”—a starting point rather than something to be adopted rigidly.
https://www.gov.uk/government/publications/ai-skills-for-the-uk-workforce/ai-skills-tools-package#ai-skills-framework
The Alan Turing Institute’s AI Skills for Business Framework provides helpful insights regarding skills, data security and organisational readiness. However, the persona‑based model does not align well with university roles.
https://www.turing.ac.uk/skills/collaborate/ai-skills-business-framework
It identifies four categories of user:
- AI Citizen – the public and customers of organisations
- AI Workers – people whose roles are impacted by AI technologies
- AI Professionals – AI specialists such as data analysts, machine‑learning engineers and data ethicists
- AI Leaders – those responsible for AI governance
The framework’s dimensions relate primarily to business activity (e.g. “problem definition and communication”), rather than academic practice such as assessment design, content creation and information management.
The Department for Education has issued general guidance, but not a detailed framework. For an education‑specific approach international examples, include those from UNESCO, Digital Education Council (DEC), and JISC.
UNESCO’s AI competency framework covers core areas:
- Human‑centred mindset
- Ethics of AI
- AI techniques and applications
- AI system design (across three progression levels)
While these competencies are valuable, the framework focuses primarily on student capability development rather than staff roles.
(P12 – AI Competency Framework for Students – UNESCO Digital Library)
The DEC framework is similar, emphasising criticality, ethics and human‑centric approaches, but again lacks a specific focus on the role of the educator.
JISC has produced a range of documentation. Initially much was aimed at further education and the skills needed by staff to support AI literacy. More recently, they realised AI maturity tool kit is focused on the pathway to adoption, recognising core skills, technology and Governance, at the top level and is designed a an institution wide tool to be used as a foundation for planning.
A Strategic Framework for AI in Colleges and Universities – Artificial intelligence
Given the absence of a national framework for higher education, several UK universities have developed their own. For example :
- The Open University, with a particular focus on EDIA
- UCL, using the vision of “People and Planet” and emphasising the societal benefit of AI
- Swansea University, whose Artificial Intelligence Framework highlights compliance, criticality and misconduct
More widely established digital frameworks focused on higher education practice also help inform AI frameworks. The DigCompEdu (3.0) Framework, developed by the European Joint Research Centre, specifically addresses educator roles, their professional competencies, their pedagogic competencies and the competencies required of learners.
https://joint-research-centre.ec.europa.eu/digcompedu_en
