Framing Principle

This badge acknowledges schools that have purposely and effectively integrated AI technology into education, improving learning outcomes and equipping students to use the technology responsibly and ethically, into ways appropriate to their context.

Criteria For Earning This Badge

These criteria are based on the advanced AI competencies for teachers and students described by UNESCO in its comprehensive frameworks for teachers and students, covering the technology’s potential use across schools and education systems.

1. AI ethics, and a human-centred mindset

The school promotes the responsible use of AI in teaching and learning, including a human-centred mindset, ethical design principles and safe practices.

·      The school’s curriculum promotes the responsible use of AI technology, including emphasizing the importance of ethical and human-centred design, and by facilitating teacher-led discussions of the ethical, socioeconomic and environmental concerns around AI technology.

·      Students have an age and context-appropriate knowledge and understanding of relevant standards and regulations governing the responsible use of AI.

· The school actively engages with parents, caregivers and the local community on AI issues, such as through school-led engagement plans, parent ambassador networks, and the creation of AI learning hubs. 

2. AI techniques and applications

The school provides students with the foundational knowledge, understanding and skills that they need to use and critically evaluate AI models.

·      Students can use their age-appropriate knowledge and skills to create custom AI tools, including by modifying existing toolkits and working within Application Programming Interface (APIs).

·      Students demonstrate the age-appropriate social and emotional skills needed to engage in creating with AI, including adaptivity, complex communication and teamwork skills.

3. AI pedagogy

The school fosters a culture of innovation and empowers teachers to incorporate AI into their teaching effectively.

·      Teachers purposefully use AI tools to support students’ learning, especially to facilitate critical thinking, creativity and problem-solving. Where needed, teachers can create custom AI tools that facilitate inclusive learning and address barriers to education.

·      Teachers can critically assess AI’s impact on teaching, learning and assessment, such as by considering how the technology is disrupting or transforming traditional pedagogical methodologies.

·      The school is continually evaluating and improving its AI-focused pedagogical approaches, using data and feedback from teachers, students and parents as well as relevant experts.

4. AI system design

The school teaches students the design and engineering skills they need to build their own AI systems, to scrutinize the way that AI models work, and to evaluate AI’s growing impact on the wider world.

·      Students have the age-appropriate technical skills needed to effectively evaluate the impact of AI models on individual users, societies and the environment. (For primary students without deep technical skills and knowledge, this may include – for example – discussion of what AI is and how it is affecting people and the environment.)

·      Students have the technical skills they need to use and critically evaluate AI tools, improve their AI systems, including – as appropriate for their age – to improve the quality of datasets, reconfigure algorithms and enhance architectures in response to results of tests and feedback.

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