Generative AI is transforming learning and work, with increasing intensive use by children and young people. Schools are seeking ways to embed responsible AI use in policy and practice. The European AI Act mandates a suitable level of AI literacy for schools, but translating these frameworks into school policy and classroom practice is challenging. Teachers play a crucial role in developing AI competencies among students; their own AI literacy is essential. Without this translation, the digital divide risks widening, posing additional risks for vulnerable students.
This research aims for sustainable implementation of AI literacy in primary and secondary education through three tracks: policy, teachers, and students. For policy, advice will be provided, supplemented by a maturity scan and an implementation roadmap. For teachers, a lesson design method will be developed integrating subject-specific goals and AI competencies. Students will receive a continuous AI literacy learning path supporting the transition to higher education.
In co-creation with pilot schools, iterative development, testing, and adjustments will be made through Teacher Design Teams and design-based research. A multiple measurement instrument will be developed, and a baseline measurement conducted as a basis for adjustments. The impact measurement will focus on teachers' didactic actions. For the development of goals and evaluation, we rely on the AI Literacy Framework (OECD & European Commission, 2025) and the PISA 2029 Media and AI Literacy Assessment Framework (OECD, 2026).
