Framework | ECAIS - European Centre for AI in Schools

ECAIS FRAMEWORK

The AI School Literacy Framework

Our proprietary AI School Literacy Framework sets out what schools need to know and do as artificial intelligence enters school life. Grounded in the EU AI Act and international guidance, it gives school leaders, teachers, parents and learners a shared reference point and connects people, processes and technology through four progressive levels.

1

Shared definition

What AI School Literacy means for every member of the school community, from learners to school leaders.

2

Perspectives

The school as a whole and every person in it.

3

Areas

People, processes and technology, considered together.

4

Levels

A clear path from the first steps to full integration.

AREAS OF AI SCHOOL LITERACY

Three areas, one framework

The AI School Literacy Framework sets out what the school and every member of its community need in three areas as artificial intelligence enters school life. The areas are considered together, and each level builds on the one before.

AREA 1

People

The knowledge, skills and attitudes of school leaders, teachers, staff, learners and parents.

AREA 2

Processes

Clear rules, roles and procedures for AI in school life, applied in practice and regularly reviewed.

AREA 3

Technology

AI tools and data chosen, assessed and managed with care for safety and educational value.

FROM FIRST STEPS TO FULL AI SCHOOL LITERACY

Four levels of AI School Literacy Framework

Each level builds on the one before. For a school, each level describes its AI School Literacy across people, processes and technology, and can be confirmed with a certificate.

Level 01

AI Foundation in SchoolsThe school understands the basic nature of AI and recognises key opportunities and risks. Fully covers and complies with the AI literacy requirements defined by the EU AI Act.

Level 02

AI Compliance in SchoolsRoles and decision authority are established, and policies and procedures are documented. Fully covers and complies with the AI compliance requirements defined by the EU AI Act.

Level 03

AI Applied in SchoolsAI is used with a clear educational purpose, supported by competent people and established processes.

Level 04

AI Curriculum in SchoolsAI literacy is embedded in curriculum planning in age-appropriate and cross-curricular ways.

FOUNDATIONS

From international frameworks to school practice

International guidance provides the foundation. Our AI School Literacy Framework makes it relevant to the people, decisions and responsibilities of everyday school life.

Built on the OECD and European Commission framework

“Empowering Learners for the Age of AI”, 2026. The main point of reference for the framework.

Extended from learners to every member of the school

community

Our framework also covers school leaders, teachers, staff and

parents.

Complemented by school priorities

The law, including the EU AI Act; children’s rights and wellbeing; a human-centred approach; reliable assessment of competences.

OUR DEFINITION

What we mean by AI School Literacy and readiness

Within ECAIS, AI School Literacy is the combined capacity of individuals and schools to understand, evaluate, use, govern and shape artificial intelligence consciously, safely, ethically and effectively. It is structured around three interdependent areas: people, processes and technology. Four cumulative levels describe how it develops, with each level building on the foundations of the one before.

The definition applies to every member of the educational community.

School leaders

Teachers

Administrative staff

Learners

Parents

School leaders

Teachers

Administrative staff

Students

Parents

Institutional dimension

The institutional dimension concerns the organisational

capacity of a school or other educational institution to create

appropriate governance, processes, professional conditions,

technology and data arrangements for responsible AI use.

Personal dimension

The personal dimension defines how individuals develop the

knowledge, attitudes, judgement and skills required to function

consciously, responsibly and with increasing independence in an

environment shaped by artificial intelligence.

WHAT MAKES IT DIFFERENT

A common framework for AI in schools.

Individual courses can build skills. AI School Literacy links those skills to clear requirements in three areas, people, processes and technology, and to four progressive levels, so that outcomes are comparable across people, schools and training programmes.

One definition

The same understanding of AI School Literacy for every member of the school community.

Comparable outcomes

Programmes built by different partners lead to the same competences.

Clear levels

Every participant knows what they have learned and at which level.

The whole school

People, processes and technology considered together.

One path instead of many guidelines

A shared reference point for every member of the school community, regularly reviewed as technology, research and law evolve.

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