This AI Literacy Review covers the draft AI literacy framework for education by the European Commission, OECD, and Code.org; Alan Turing Institute’s study of Gen. AI use by children, International Telecommunication Union’s AI Skills Coalition launch, Pew Research Center’s analysis of adults’ exposure to AI content, AI literacy framework for Indonesia, Anthropic’s free AI Fluency course, Fibre Fale’s AI course for Pacific communities, the U.S. Copyright Office’s report on copyright and Gen. AI training, Olympia LePoint’s AI literacy handbook, European Commission’s guidance on AI literacy under the EU AI Act, Estonia’s national AI Leap initiative, U.S. Marine Corps’ AI Implementation Plan, lawyers’ AI adoption, University of Edinburgh’s TRAILS AI literacy resources launch, AI literacy and implementation frameworks in education, educators’ discussions on AI and Bloom’s taxonomy, and more.
General
The Alan Turing Institute’s research project Understanding the Impacts of Generative AI Use on Children led by Mhairi Aitken publishes its key findings and recommendations for policymakers and industry regarding the potential of Gen. AI for children. Key findings are that a quarter of children 8-12 reported using Gen. AI, often ChatGPT, children in private schools are far more likely to have used it, and parents and teachers are concerned about a negative impact on critical thinking skills and students turning in Gen. AI work for schoolwork. Recommendations include the need to improve AI literacy for children in schools and make guidance for parents on how to navigate Gen. AI with their children.
The International Telecommunication Union (ITU) launches the AI Skills Coalition, a global initiative aimed at bridging the AI skills gap by providing accessible AI education worldwide through over 40 partners and 60 training opportunities to at least 10,000 individuals by the end of 2025.
A Pew Research Center study analyzes 2.5 million web page visits from 900 U.S. adults who shared their data for a month, finding that over 90% encountered AI-related content, nearly 60% viewed search pages with AI-generated summaries, and 13% visited generative AI tool websites.
In AI Literacy 2025: Building an Inclusive and Ethical AI Future for Indonesia Even Alex Chandra from the IGNOS Law Alliance writes about how AI is affecting Indonesia and the proposal of an AI literacy framework across three dimensions: gender equality, disability, and social inclusion; socioeconomics and culture, and wellbeing.
Florian Stöckel posts about initial findings from a UK survey on how people are using Gen. AI at work, including that younger people, managerial roles, those with a university degree, and men are more likely to use this tech at work. (see Florian Stöckel’s LinkedIn post)
Anthropic launches a free AI Fluency course on how to collaborate with AI systems effectively, efficiently, ethically, and safely. The 12 modules are estimated to take 3-4 hours and are released under a Creative Commons BY-NC-SA 4.0 license.
Fibre Fale in New Zealand offers a free online masterclass in AI titled AI with Eteroa designed to empower Pacific communities with AI knowledge and skills through accessible, Pacific-led learning, with the class taught by Forbes 30 under 30 honoree and Young New Zealander of the Year, Eteroa.
The U.S. Copyright Office issues a pre-publication version of the report Copyright and Artificial Intelligence Part 3: Generative AI Training that discusses the concept of fair use as it may or may not apply to AI training, how some uses of copyrighted works to train AI models will require licensing, and what options there might be for types of licensing.
Emma Wharton Love calls for international regulation on AI to put in place accountability for companies that are making money off of AI systems negatively impacting women, either directly or indirectly through AI companion apps, hiring tools, or other channels, and recommends Laura Bates’ new book The New Age of Sexism: How the AI Revolution is Reinventing Misogyny. (see Emma Wharton Love’s LinkedIn post)
In Extending Minds with Generative AI in Nature, philosopher Andy Clark discusses human-AI collaboration and hybrid thinking systems, and concludes that we need to educate ourselves in new ways, learn how to engage with Gen. AI, and develop core meta-skills for the AI era.
Olympia LePoint, a former NASA rocket scientist and TED speaker, has published Answers Unleashed IV – AI Literacy Handbook: How to Promote Safe and Ethical AI to explain to readers of all ages what AI is through pictures, large fonts, and easy-to-understand terms. The book aligns with California’s educational standards and new laws about AI literacy in school curricula.
Government
The European Commission publishes guidance on the AI literacy obligations under the EU AI Act, mandating that organizations ensure a sufficient level of AI literacy among staff and stakeholders. The Q&A webpage specifies that enforcement rules apply from August 3, 2026 onwards.
Estonia launches a national initiative titled AI Leap to empower students and teachers with world-class AI tools and skills, with teachers being trained on how to prioritize educational equity and AI literacy. The country is negotiating licenses with OpenAI as part of a test of AI in schools.
The U.S. Marine Corps publishes its AI Implementation Plan detailing the actions, responsibilities, and milestones for the use of AI as a transformative technology, including how appropriate training and education opportunities will be available to upskill and support the workforce.
Legal
In Thinking Like A Lawyer In The Age Of Generative AI: Cognitive Limits On AI Adoption Among Lawyers authors Daniel Schwarcz, Debarati Das, Dongyeop Kang, and Brett McDonnell from the University of Minnesota write about how legal markets and lawyers have yet to change their ways in the face of Gen. AI, and the dynamics surrounding AI’s role in legal practice and how lawyers should engage with AI tools.
Education
An international coalition including the European Commission, OECD, and Code.org releases a draft AI literacy framework for education titled Empowering Learners for the Age of AI: An AI literacy framework for primary and secondary education. The 43-page document is released under Creative Commons BY-SA 4.0 and intended to contribute to the PISA 2029 media and AI literacy assessment. The framework covers four domains of AI literacy (engaging with, creating with, managing, and designing AI), knowledge, skills, and attitudes, and competences. Feedback is welcome during the review period – provide feedback via a survey at TeachAI.org until August 31, 2025.
The University of Edinburgh’s Data Education in Schools initiative launches TRAILS (Teaching Responsible AI Literacy in Schools) for free resources to integrate AI literacy into the classroom, including a “Teach AI Literacy: A Guide for Teachers” handbook, cross-curricular lesson plans, interactive activities, and subject-specific materials developed by experienced educators.
Lynette Pretorius and Basil Cahusac de Caux publish their AI literacy framework for higher education on the AI Literacy Lab site with five domains and key features covering ethical, social, conceptual, foundational, and socio-emotional awareness.
The International Conference on AI for Higher Education (AI4HE) facilitated by the Human-AI Collaborative Knowledgebase for Education and Research (HACKER) and the AI Literacy Lab will run for free on November 26-27, 2025 via Zoom. Abstracts will be accepted through June 20, 2025 on the topic of AI literacy for research and higher education.
Drew Olsson calls for educators in Arizona to join the AZ Computer Science Education Coalition and Stakeholder Meet-up on June 19 to work toward a state plan for incorporating AI literacy into education. (see Drew Olsson’s Linked post)
In the U.S. News & World Report article Q&A: Artificial Intelligence in Education and What Lies Ahead, Sarah Wood interviews C. Edward Watson, vice president for digital innovation at the American Association of Colleges and Universities, on the impact of AI in education and professors’ role in teaching students about this tech.
In A Structured Unplugged Approach for Foundational AI Literacy in Primary Education authors Maria Cristina Carrisi, Mirko Marras, and Sara Vergallo propose a structured, unplugged teaching methodology to introduce foundational AI concepts to primary school students through core mathematical elements aligned with primary curricula. Their study of 31 5th-grade students demonstrated improvements in AI-related terminology understanding, logical reasoning, and evaluative skills.
In How Students Are Embracing AI: Insights From the Latest Research From D2L and OLC Amita Parikh reports on a study of how higher ed students perceive and use Gen. AI, how it impacts their engagement, and how they might be better supported in this area. The study finds that a common use for AI was for brainstorming, personalized tutoring, proofreading and double-checking. Students didn’t feel that educators were helping them understand how to use AI constructively in learning and they said they use AI even when it’s forbidden because they think educators simply don’t understand the tech or how it can help with learning.
Miriam Scott at the Association of Independent Schools of NSW posts about the development of the AI Implementation Framework for Schools which is designed to support independent schools integrate Gen. AI thoughtfully, ethically, and sustainably. It includes three phases: school foundations, staff readiness, and student engagement, the latter of which features AI literacy to be embedded into digital citizenship programs.
Angélique Arts and Markus Hardtmann from King’s College London offer an educational resource on Figshare featuring Powerpoint slides and a script from their AI literacy student workshop to support the productive use of AI for students’ language learning, specifically for writing.
In the master’s thesis A synthesis of AI literacy competencies aimed at education: An umbrella review and research world café approach Christo Sonnekus from the University of Twente identifies AI literacy competencies from international literature and Dutch stakeholders, with competencies including knowledge, attitude, skill, and ethics.
In Part 2: Building the Blueprint — How to Implement AI Literacy in Your School Steve Karandy shares ideas for how to begin building AI literacy into schools, arguing that AI literacy is a culture that must be integrated into existing subjects and framed around student thinking, not software.
AI and assessment in higher education in Times Higher Education reviews the evolving landscape of formative and summative assessment design and the many routes to AI literacy, with a variety of links to other Times Higher Education articles on AI and education.
Also in Times Higher Education, To ‘publish or perish’, do we need to add ‘AI or die’? by Jakub Drábik discusses the evolving landscape of academic excellence in the age of generative AI, how AI can help scholars produce texts more efficiently, and the need for AI literacy to be recognized as a core academic competency at the same level as information literacy and source evaluation.
In Generative AI is coming for our students, and now is the moment to shape it, Rebecca Winthrop emphasizes the need to follow principles to make AI products safer for students and to include ethical use in the definition of AI literacy.
Educators are discussing how AI can relate to Bloom’s taxonomy, with options including the BLOOM-AI Framework from Randal Schober and an inverted Bloom’s Taxonomy with AI from Michelle Kassorla, and a post on how Bloom’s can related to prompting from Jeanne Beatrix Law.
Scott McGinnis posts about how education systems are not keeping up with offering AI courses for students, and if there are courses, they tend to be sequestered in the computer science track. (see Scott McGinnis’ LinkedIn post)
Renaissance adds a package of AI literacy resources to Nearpod to help educators prepare students for the opportunities and responsibilities associated with AI.
