As we look at digital transformation across the globe, conversations on how Artificial Intelligence (AI) fits into the picture are permeating every sector. For K12 (primary and secondary) education, the stakes are especially high as AI tools and applications will have impacts on workforce readiness and future-ready learners.
There are multiple frameworks that address AI skills and competencies for both educators and learners (see UNESCO’s AI Competency Framework for Students as an example). While helpful, countries, states or provinces, and learning organizations are on a wide spectrum of AI adoption in primary and secondary education.
Regardless of where a learning organization may be in their AI journey for students, there are foundational areas that can help build capacity for students to become AI-ready global citizens: instructional practices, student voice and engagement, technology capacity and access, and alignment to curricular goals.
1. Instructional Practices: Inquiry, Ethics, and Critical Thinking
From an instructional lens, providing students opportunities to develop skills around inquiry, ethics, and critical thinking can cement AI-ready mindsets for students, even if they don’t have ready (or consistent) access to AI tools. IDB’s recent report on AI and Education: Building the Future Through Digital Transformation notes that “critical thinking, problem-solving, digital literacy, and adaptability are essential skills in the AI era.” For learning organizations who have not had a focused effort on digital citizenship, this would be a great starting point.
- Inquiry: give students opportunities where inquiry drives the learning. Building inquiry skills in students in both primary and secondary grades will help prepare them for using AI tools or AI assistance when interacting or building with AI.
- Ethics: ethical implications of AI are wide-ranging, and we should ensure that we prepare students to understand and recognize common ethical concerns, like bias, intellectual property concerns, online safety, etc.
- Critical thinking: a long-standing pillar of digital literacy, evaluating information sources for accuracy, data or media manipulation, and relevance can happen with print and digital materials. Giving students critical-thinking skills can prepare them to better interact with digital information in general – and easily transfer to emerging technologies.
2. Student Voice and Engagement
As organizations begin to think about AI guidance, AI policy, and AI approaches, it’s critical to have students “at the table.” World Bank’s report 100 Student Voices: AI in Education recommended that “policies should integrate and prioritize the views, opinions, interests, and safety of teachers, students, and the public.” In the policy conversation, students are often left out.
- Give students an opportunity to collaborate with staff on policies and expectations for learning, especially with AI. This can happen at the classroom level for things like academic integrity expectations and/or at the school or organization level for responsible use policies. If students are included in conversations around policy and guidelines, they will be prepared to be involved citizens and ready to take the conversation to emerging technologies like AI.
- Create feedback loops for students around learning initiatives involving technology tools. Depending on the organization, this might start with feedback loops on different hardware or software vs AI, but it will be important for students to have a mechanism to shape their own learning experiences.
3. Technology Capacity and Access to Digital Tools
This remains an area of growth for many regions as we are seeing a widening digital divide in education which will grow even more with AI. A recent World Bank blog describes this divide in 3 categories: AI-Empowered, AI-Dependent, and AI-Excluded.
Understanding how AI works relies upon some foundational skills and knowledge around technology tools and systems, both for teachers and students. These can be addressed, however, even in low-tech environments.
- For teachers, provide staff development opportunities to use and learn technology for instruction. Building digital literacy for teachers is a foundational step to supporting AI adoption for learners, even in low-tech environments.
- For students who may not have ready access to hardware and software, provide exposure to digital tools when possible. There are many free resources for students at primary and secondary levels with ready-made coursework on technology and computer science topics, both in paper and digital versions.
- Broadband access is important for access to online tools; however, offline activities and “unplugged” resources can help bridge gaps in access.
4. Alignment and Transparency of Curricular Goals
One of the promises of AI in education is scaling personalized learning. However, the ability for AI to personalize learning relies heavily on available data and learning context. Students can be better empowered and prepared for personalized learning paths if they know what (and why) they are learning, aligned to learning targets for standards.
- For teachers, curriculum frameworks and content standards can shape learning experiences; however, the alignment of day-to-day instruction may not be visible to learners. Encourage teachers to be overt and clear about what specific learning targets students will be addressing while learning concepts.
- For students, encourage self-assessment against learning targets as well as reflection of progress based on available data. Helping students create their own learning goals based on learning targets is an important mindset that will better prepare them for designing and thriving with AI-informed learning supports.
- For coursework and/or curriculum maps, embed digital learning standards or competencies into the content standards. UNESCO recommends integrating AI learning objectives across subjects – not only in computing classes, but also in science, social studies, mathematics, and even humanities. The more that learning expectations or digital competencies are embedded into core curricula, the more familiar and comfortable students will be when using AI as a natural part of learning.
From Readiness to Reality
This is an exciting time in education as we look at how AI can shape learning and our interconnected world. If we can provide a solid foundation around instructional practices, leveraging student voices, technology capacity, and alignment to goals for teachers and students, we can better equip our learners to be responsible digital citizens for AI and future emerging technologies.
References and further reading
UNESCO (2024). AI competency framework for students.
UNESCO (2024). What you need to know about UNESCO’s new AI competency frameworks
UNICEF (2021). Policy Guidance on AI for Children
IDB (2025). AI and Education: Building the Future Through Digital Transformation.
World Bank (2024). Artificial Intelligence Revolution in Education: What You Need to Know (LAC Regional Brief No.1)
World Bank Blog (Nov 2023). “AI in Education: A Privilege for the Few or an Opportunity for All”