Framework mapping
Mapped against the final OECD/EC AILit framework — Empowering Learners for the Age of AI (June 2026), domains Engage with AI / Create with AI / Manage AI / Shape AI (ailiteracyframework.org, accessed 2026-10-25; see research notes). The June 2025 draft named the fourth domain “Designing AI”; the final version renamed it “Shape AI”. Competence names below are quoted from the final framework.
AILit is written for primary and secondary education. It applies directly to the school track; the workplace track uses the same domains as a reference structure (scenarios differ). Article 4 considerations apply to the workplace track.
Last reviewed: 2026-10-25
Workplace track coverage
| AILit domain | Competence (final name, quoted) | Where addressed | Depth |
|---|---|---|---|
| Engage with AI | 1. Recognise AI’s role and influence in different contexts | Module 1 (where AI already is in logistics work) | ● partial |
| Engage with AI | 2. Describe how AI systems perform tasks using language that addresses and clarifies common misconceptions | Module 1 § Prediction, not lookup (W1.1) | ●● core |
| Engage with AI | 3. Evaluate whether AI outputs should be accepted, revised or rejected | Module 2 (W2.1, W2.2) + job aid + performance task | ●● core |
| Engage with AI | 4. Examine how predictive AI systems provide recommendations that can inform or limit perspectives | Module 4 (route recommendations; bias in suggestions) | ● touched |
| Engage with AI | 5. Compare how AI systems consume energy and natural resources | — not addressed (out of scope for a 4×20-min workplace program) | ○ gap |
| Engage with AI | 6. Explain how AI could be used to amplify societal biases | Module 4 § Signals of high risk (W4.2); Module 3 (training data limits) | ● partial |
| Engage with AI | 7. Analyse how well the use of an AI system aligns with ethical principles and human values | Module 4 (affected-person test, W4.1); Module 3 (data ethics) | ●● core |
| Create with AI | 1–4 (exploring, prototyping, directing, authenticity/IP) | Module 1 touches directing AI for drafting; content authenticity noted in Module 2 (fabricated sources) | ○–● light |
| Manage AI | 1. Decide whether to use AI systems based on the nature of the task | Module 1 (W1.2); Module 3 (whether to paste at all) | ●● core |
| Manage AI | 2. Choose an appropriate AI approach for a task | — light: one assistant is in scope; comparison across systems is out of scope | ○ gap |
| Manage AI | 3. Decompose a problem to determine when and how AI should automate or augment tasks | Module 1 § fit classification (automation vs. augmentation distinction) | ● partial |
| Manage AI | 4. Monitor and evaluate AI use throughout a problem-solving process | Module 2 (verification loop), Module 3 (incident steps), Module 4 (oversight) | ●● core |
| Shape AI | 1–4 (investigating, evaluating, designing, improving AI systems) | — not addressed: this is a user/deployer-literacy program, not a developer program | ○ gap (deliberate) |
Workplace score: ●● core on Engage 2, 3, 7 and Manage 1, 4 — exactly the judgment cluster the needs analysis targets. Deliberate gaps: Engage 5 (energy), Manage 2 (tool comparison), all of Shape AI (design-level competences).
School track coverage
| AILit domain | Competence (final name, quoted) | Where addressed | Depth |
|---|---|---|---|
| Engage with AI | 2. Describe how AI systems perform tasks… clarifies common misconceptions | Lesson 1 (S1.1) + interactive | ●● core |
| Engage with AI | 3. Evaluate whether AI outputs should be accepted, revised or rejected | Lesson 2 (S2.1) + fact-check worksheet | ●● core |
| Engage with AI | 6. Explain how AI could be used to amplify societal biases | Lesson 3 (S3.1) | ●● core |
| Create with AI | 3. Direct generative AI systems to elicit feedback, refine results and support reflection | Lesson 4 (S4.1 — AI as study partner, not ghostwriter) | ● partial |
| Create with AI | 4. Analyse how AI can safeguard or violate content authenticity and intellectual property | Lesson 4 touches citing AI use in the final project | ● touched |
| Manage AI | 1. Decide whether to use AI systems based on the nature of the task | Lesson 4 (S4.1); My AI-use rules | ●● core |
| Manage AI | 4. Monitor and evaluate AI use | Lesson 4 reflection questions | ● partial |
| Engage with AI | 1, 4, 5, 7; Create 1–2; Manage 2–3; Shape 1–4 | Not addressed in 4×50 min; teachers can extend via the framework’s own learning scenarios | ○ gap |
Coverage heatmap (both tracks)
Legend: ●● core · ● partial/touched · ○ gap
| Competence | Workplace | School |
|---|---|---|
| Engage 1 | ● | ○ |
| Engage 2 | ●● | ●● |
| Engage 3 | ●● | ●● |
| Engage 4 | ● | ○ |
| Engage 5 | ○ | ○ |
| Engage 6 | ● | ●● |
| Engage 7 | ●● | ○ |
| Create 1 | ○ | ○ |
| Create 2 | ○ | ○ |
| Create 3 | ○ | ● |
| Create 4 | ● | ● |
| Manage 1 | ●● | ●● |
| Manage 2 | ○ | ○ |
| Manage 3 | ● | ○ |
| Manage 4 | ●● | ● |
| Shape 1–4 | ○ | ○ |
Honest gaps and why
- Shape AI (all 4 competences) is out of scope — designing, evaluating and improving AI systems belongs to a different program (and AILit’s Advanced progression level). A user-literacy program that pretends to cover “design AI systems” would overclaim.
- Engage 5 (energy) and Manage 2 (choosing between AI approaches) are omitted for time: 80 minutes cannot cover them with practice and assessment. If the program expands, they are the first additions.
- Create with AI is light — this program is deliberately risk-focused (its differentiator), not a creativity course. Lesson 4 shows the constructive use case (AI as feedback partner) without pretending to teach prompt craft.
- AILit progression levels: this program targets the Basic level across the board, with touches of Intermediate in Lesson 2 and Modules 2–4. No Advanced-level outcomes are claimed.
Article 4 considerations (workplace track)
Article 4 (as amended, consolidated 27 July 2026) requires providers and deployers to take measures to support AI literacy of staff and others operating AI on their behalf, tailored to knowledge, training, context of use and affected persons — and explicitly does not require any individual to reach a specific level. Mapping:
| Article 4 element | Program response |
|---|---|
| Measures proportionate to knowledge/training | Modules assume zero prior knowledge; B1 plain English |
| Context of use | All scenarios from customer service, ops planning, HR |
| Persons or groups affected | Module 4’s affected-person test (W4.1, W4.2) |
| Staff and others operating on the deployer’s behalf | Content is role-agnostic; job aid usable by contractors |
| No required level/format/certificate | Program targets observable decisions (LTEM Tier 5), not seat time; no certificate is claimed |
The program is designed to support Article 4 measures. It is not legal advice and certifies nothing.