Elevating Education Beyond Literacy: UNESCO Champions AI Co-Creation for a Human-Centric Future: UNESCO's AI Competency Framework for Students

"The integration of AI-related learning requires an interdisciplinary approach to curricular integration spanning subjects related to science, technology, engineering, art and mathematics, to social studies and citizenship education."

Inspired by the stunning vista of Acapulco Bay during my morning coffee, and through the lens of the new UNESCO student framework, I felt a surge of enthusiasm for the future of education. The UNESCO AI Student Competency Framework's emphasis on Student-Centred and Project-Based Learning in the new student AI Literacy framework truly resonated with me and my mission with AIxPBL . The concept of students actively co-creating AI solutions has always fascinated me, and I've consistently sought and valued student feedback throughout my AI journey. Their insights into my prompt outputs and instructional design have been instrumental in refining and improving my teaching practice. I'm convinced that AI has the power to transform traditional lesson plans into dynamic, interactive, and unforgettable learning experiences.

UNESCO's AI Competency Framework for Students (AI CFS) provides a roadmap for student-focused AI literacy. Going beyond the popular concept of 'AI literacy,' the framework envisions students as active co-creators of AI, contributing to the design of a future where technology enhances human capabilities, protects human dignity, and promotes social justice and environmental sustainability.

This newsletter explores into the core principles of the AI CFS, exploring its practical applications and philosophical implications for educators.

Link to AI competency framework for students:https://unesdoc.unesco.org/ark:/48223/pf0000391105

Practical Applications of the AI CFS

This framework moves beyond theory to offer concrete pathways for implementation. Several practical strategies can be employed to effectively integrate AI education into diverse learning environments:

Integrating AI across the curriculum: The AI CFS is not meant to be a stand-alone subject. "AI has an interdisciplinary nature and complex intrinsic conceptual and practical connections with mathematics, science, engineering, languages, social studies, art, civic and citizenship education, and history as well as various combinations of these subjects" (page 56). Its principles and competencies can be seamlessly interwoven into existing subjects like math, science, social studies, art, and language. This interdisciplinary approach allows students to connect AI concepts to real-world applications, fostering a deeper understanding of its relevance and impact.

Leveraging a Spiral Learning Pattern: "The AI CFS naturally entails a paradigm shift towards competency-based education" (page 59). It encourages a spiral learning pattern, gradually introducing complex concepts and skills as students progress through different grade levels. This approach allows for spaced repetition and reinforcement of key ideas, fostering deeper understanding and retention.

Embracing Unplugged Activities: While access to technology is crucial for developing AI competencies, unplugged activities offer valuable opportunities to explore AI concepts without digital devices. "Even in fully connected learning settings, unplugged solutions have value by providing students with opportunities to retreat from algorithm-controlled information cocoons... to practice independent, autonomous contemplation, which is critical for the progressive construction and deepening of conceptual knowledge on AI" (page 62). These activities can foster critical thinking, problem-solving skills, and collaborative learning.

Facilitating Project-Based Learning: Project-based learning provides authentic, hands-on experiences that allow students to apply their AI knowledge and skills to real-world challenges. "AI system design simulates real-world engineering projects, involving the life cycle of creating, realizing, and iterating AI systems to practice engineering thinking processes and foster integrated problem-solving skills" (page 65). This approach encourages creativity, problem-solving, teamwork, and critical thinking.

Philosophical or Holistic Considerations:

1. AI and Human Identity: As AI systems become increasingly sophisticated, they raise fundamental questions about human identity and the nature of intelligence. Educators have a responsibility to facilitate critical discussions on these issues, encouraging students to contemplate the unique qualities that make us human and the potential impact of AI on our sense of self.
2. AI and the Future of Work: The widespread adoption of AI will inevitably transform the workplace, creating new jobs while displacing others. Educators must prepare students for this dynamic landscape, equipping them with transferable skills, adaptable mindsets, and a lifelong learning attitude.
3. AI and Global Citizenship: AI technologies are developed and deployed in a global context, raising ethical concerns about cultural sensitivity, social justice, and environmental sustainability. Educators must foster a sense of global citizenship among students, encouraging them to consider the global impact of AI and their role in shaping its development and use.

Summary of How You Can Best Support Students:

By embracing the AI CFS, educators can empower students to become responsible and creative citizens in the AI era. This involves:

• Fostering a critical and human-centred approach to AI.
• Integrating AI concepts and skills across the curriculum.
• Providing opportunities for project-based learning and real-world application.
• Facilitating discussions about the ethical and societal implications of AI.
• Creating inclusive learning environments that support diverse learners.
• Encouraging a lifelong learning attitude toward AI and its evolving landscape.

Exploring the AI CFS: Empowering Students as Co-Creators of AI

The AI CFS framework is built on four interlinked pillars:

1. Human-Centred Mindset: This pillar focuses on instilling in students a value system where AI is viewed as a tool to serve humanity, not replace it. This includes:
2. Ethics of AI: This pillar emphasises the ethical considerations associated with AI, equipping students with the knowledge and skills to navigate its potential pitfalls. This involves:
3. AI Techniques and Applications: This pillar equips students with the foundational knowledge and skills to understand and utilise AI effectively. It includes:
4. AI System Design: This pillar focuses on the systemic thinking and engineering skills needed for the design, development, and evaluation of AI systems.

The AI CFS framework recognises that students progress through these pillars at different paces, outlining three levels of mastery:

1. Understand: This level lays the foundation for AI literacy, enabling students to grasp the basic concepts, ethical considerations, and practical applications of AI. This level is relevant for all students, regardless of their future career paths.
2. Apply: This level builds on the 'Understand' level, equipping students with the skills to critically evaluate and utilise AI tools in various contexts. This level prepares students for responsible AI use in their daily lives and future workplaces.
3. Create: This level challenges students to become AI co-creators, applying their knowledge and skills to design and develop AI solutions for real-world problems. This level is geared towards students with a strong interest and aptitude for AI, preparing them for potential careers in the field.

Implementing the AI CFS: Building a Sustainable and Inclusive AI Future

Implementing the AI CFS requires a comprehensive approach involving multiple stakeholders, including policymakers, curriculum developers, teachers, and students. Key considerations include:

• National AI Strategies: Aligning AI competencies with national policies and strategies for AI development, ensuring a cohesive approach to building a national AI ecosystem.
• Interdisciplinary Curriculum: Integrating AI concepts and skills across various subjects, fostering a holistic understanding of AI's impact and relevance.
• Future-Proofing the Curriculum: Adopting a modular approach to curriculum design, enabling continuous updates and adaptations to keep pace with the rapidly evolving AI landscape.
• Enabling Learning Environments: Ensuring equitable access to technology, including internet connectivity, digital devices, and open-source AI tools and resources.
• Teacher Professional Development: Equipping teachers with the necessary knowledge, skills, and pedagogical approaches to effectively deliver AI-related content.
• Cohort-Based Learning: Organising learning activities around cohorts of students with shared interests and abilities, fostering collaborative learning and community building.
• Competency-Based Assessments: Developing assessment methods that accurately measure students' AI competencies, including their ability to think critically, apply ethical principles, and utilise AI tools effectively.

Questions for Thought:

1. How can we effectively integrate AI concepts and skills into existing curricula, ensuring a cohesive and meaningful learning experience?
2. What strategies can we implement to assess students' AI competencies in a way that reflects the complexity and interdisciplinarity of the field?

Conclusion

As I reflect on the importance of this document, even amidst the idyllic backdrop of Acapulco Bay on a beautiful morning, a sense of excitement and purpose takes hold. This framework, particularly its emphasis on project-based learning, resonates deeply with my own belief in students as active co-creators of their learning, and now, as co-creators of AI itself.

Behind every great PBL is a co-created curriculum, a journey together into a project or exploration. I love that students can own PBL and take projects in different directions.

Imagine students not just understanding AI, but working with AI to help solve a multitude of problems, to consider innovative solutions never before thought of, and to shape the very technology that will define their future. This vision, fuelled by the AI CFS and its focus on human-centred AI principles, represents a significant departure from the profit-driven, skills-based approaches that have often dominated the conversation at the beginning of the AI in Education journey.

The framework provides a roadmap for educators to foster critical thinking, ethical decision-making, and a deep understanding of the societal implications of AI. It empowers us to equip students with the tools they need to navigate the complexities of this transformative technology, not just as passive consumers but as active and informed citizens.

This is more than just a new framework; it's a new moment in time for AI literacy, a dawn filled with the promise of a future where technology and humanity work in harmony to build a more just, equitable, and sustainable world.

And I, for one, am incredibly excited to be a part of it.

Phil