The AI Literacy Competence Development Model is intended to help educators understand their current level of expertise in the use of AI technologies, acknowledge their strengths and weaknesses and determine areas that would benefit from further development.
To encourage educators to use the AI Competencies Framework as a tool for their professional development, the following AI competency descriptors have been established:
Newcomers
Newcomers are aware of the potential of AI technologies for enhancing pedagogical and professional practice. However, they have had very little contact with AI technologies and use them mainly for lesson preparation, administration or organisational communication. Newcomers need guidance and encouragement to
expand their repertoire and to apply their existing AI competence in the pedagogical realm.
Explorers
Explorers are aware of the potential of AI technologies and are interested in exploring them to enhance pedagogical and professional practice. They have started using AI technologies but without following a comprehensive or consistent approach. Explorers need encouragement, insight and inspiration.
Integrators
Integrators experiment with AI technologies in a variety of contexts and for a range of purposes, integrating them into many of their practices. They creatively use them to
enhance diverse aspects of their professional engagement. They are eager to expand their repertoire of practices. They are, however, still working on understanding which tools work best in which situations and on fitting AI technologies to pedagogic strategies and methods. Integrators just need some more time for experimentation and reflection, complemented by collaborative encouragement and knowledge exchange to become Experts.
Expert
Experts use a range of AI technologies confidently, creatively and critically to enhance their professional activities. They purposefully select AI technologies for particular situations and try to understand the benefits and drawbacks of different AI strategies. They are curious and open to new ideas, knowing that there are many things they have not tried out yet. They use experimentation as a means of expanding, structuring and consolidating their repertoire of strategies. Experts are the backbone of any educational organisation when it comes to innovating practice.
Leader
Leaders have a consistent and comprehensive approach to using AI technologies to enhance pedagogic and professional practices. They rely on a broad repertoire of
AI strategies from which they know how to choose the most appropriate for any given situation. They continuously reflect on and further develop their practices. Exchanging with peers, they keep updated on new developments and ideas. They are a source of inspiration for others, to whom they pass on their expertise.
Pioneer
Pioneers question the adequacy of contemporary AI and pedagogical practices, of which they themselves are Leaders. They are concerned about the constraints or
drawbacks of these practices and driven by the impulse to innovate education even further. Pioneers experiment with highly innovative and complex AI technologies and/ or develop novel pedagogical approaches. Pioneers are a unique and rare species. They lead innovation and are a role model for younger teachers. These AI literacy competency descriptors are intended to motivate educators at all levels to positively appreciate their achievements and to look forward to expanding them further. The AI Progression and Proficiency Statements in the table below will support educators in better understanding what it means to be AI competent in their context and to assess and further develop their own pedagogical AI competency skills through training and continuous professional development.
