AI competencies of teachers: Monitoring indicators

Artificial Intelligence (AI) is becoming increasingly integrated into various sectors of society, including education. Recognizing this trend, UNESCO has established recommendations to incorporate AI competencies in both teaching staff and students, in order to prepare future generations for an increasingly digitalized world. In Spain, the Organic Law of Modification of the LOE (LOMLOE), also known as “Celaá Law”, has introduced significant changes in the educational system, placing greater emphasis on adaptation to digital skills and, therefore, AI. This article explores how these UNESCO recommendations relate to the parameters and indicators for monitoring AI competencies for teachers according to LOMLOE.

UNESCO Recommendations

UNESCO’s recommendations on AI competencies focus on three main axes:

1. Curricular integration: AI must be integrated into educational curricula transversally, not only in subjects related to computer science, but also in other areas to foster a holistic understanding of its impact on society.
2. Teacher training: Teachers must receive specific training in AI, not only to understand its technical foundations but also its ethical and social implications. This will allow them to effectively guide their students in learning these skills.
3. Ethical and critical approach: Both teachers and students must develop a critical understanding of AI, including aspects such as data privacy, equity and inclusion, and the social impact of the technology.

Relationship with LOMLOE in Spain

The LOMLOE emphasizes the importance of adapting the educational system to digital skills, which implicitly includes AI skills. Although the law does not specify in detail how to address AI, clear connections can be made with UNESCO recommendations:

1. Curriculum adaptation: The LOMLOE proposes a renewal of the curricula to make them more flexible and focused on the development of key competencies, including digital ones. This offers an opportunity to integrate AI teaching in various subjects, in line with UNESCO recommendations.
2. Teacher training and professional development: The law recognizes the need to update teacher training in digital skills. This aligns with UNESCO’s recommendation to provide specific training in AI, ensuring that teachers are prepared to teach these competencies.
3. Competency evaluation: The LOMLOE introduces changes to the evaluation system, promoting a more continuous and competency-based evaluation. This could include monitoring and evaluating AI competencies, allowing educators to measure their students’ progress in this critical area.

Implementation and monitoring

To implement these recommendations effectively, it is crucial that educational systems, including that of Spain, establish clear monitoring parameters and indicators. This could include:

1. Continuing professional development: Measuring engagement and effectiveness of AI teacher training.
2. Curricular integration: Assess the extent to which AI has been incorporated into curricula and its impact on student learning.
3. Student competencies: Establish benchmarks for the AI competencies that students must achieve at different educational stages.
4. Ethical and social impact: Assess how students and teachers apply AI knowledge in ethical and social contexts.

Contrast technique for monitoring indicators

As a comparison technique, we can mention the latest research by Fengchun Miao, UNESCO HQ – Chief, Unit for Technology and AI in Education, PhD & Professor.

Fengchun Miao is an ICT policy specialist in education at UNESCO, and her work focuses on the integration of ICT to improve education and the development of digital competencies:

Here are some connection points that could be made:

1. Human-centered Mindset and Human Accountability:
   Miao emphasizes the importance of centering education around human and ethical values. Teachers must be trained to conduct benefit and risk analyzes of AI applications, evaluating their impact on students and society. The humanization of AI is essential in its integration in the classroom.
2. Ethics of AI and Co-creating AI Ethical rules:
   UNESCO, through Miao’s work, highlights the need for a strong ethical framework for AI in education. Teachers should collaborate in creating ethical rules that guide the use of AI in education, which aligns with the “Creation” aspect of the AI competency framework.
3. AI Foundations & Applications:
   With AI being a potential tool for learning enhancement, Miao’s research aligns with the acquisition of basic skills in AI and the application of these techniques in teaching, as mentioned in the competency framework.
4. AI Pedagogy and AI Pedagogy Integration:
   According to Miao, pedagogy must be adapted to include AI, both to improve the teaching-learning process and to ensure that teachers can use AI for their own continuous professional development, aspects reflected in the “AI for Professional Development” section of the frame.
5. AI for Professional Transformation and AI for Pedagogical Transformation:
   Miao’s research suggests that AI has the potential to transform the professional practice of educators, as well as pedagogy itself. This implies an organizational and curricular change that is suggested in the final sections of the competency framework.

These connections demonstrate how the research and policies proposed by Fengchun Miao and UNESCO can be translated into concrete practices and a competency framework for teachers seeking to integrate AI into their teaching methodologies and the broader education system.

AI Skills Tracking Rubric Proposal

1. Continuous Professional Development

2. Curriculum Integration

3. Student Competencies

4. Ethical and Social Impact

This rubric can be adapted and expanded according to the needs and context of each educational center, allowing detailed monitoring of the development of AI competencies for both teachers and students. It is crucial to periodically review and update this rubric to reflect technological and pedagogical advances in the field of AI.