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FROM RESEARCH TO PRACTICE

Analytical report

Teacher AI competency: from tool use to learning design

A reading of UNESCO IITE’s teacher competency report, its evidence limits and a practical card for planning a learning activity.

Reading and suggested activity: TAS · Tareq AbushawishBrief reviewed:

Practical question

What does a teacher need to use AI in support of a clear learning goal?

The source

Teacher AI Competency Frameworks: Analytical Report

UNESCO IITE / Shanghai Open University · Olga Viberg

Source publication page
Release announcement
Document inclusion cutoff
Original publication pageRead the original PDF

Method and scope

The report qualitatively analyses 36 national, institutional and academic frameworks through thematic coding, informed by stakeholder consultation. Included documents were publicly available by 10 April 2025.

Source findings

It connects AI understanding with pedagogical design, subject and age appropriateness, policy and implementation. It recommends curriculum-linked use cases, limited pilots and evaluation before wider adoption.

Evidence limits

This report does not test the effect of a particular training programme. Language, document availability and regional visibility constrain coverage. Its 2026 publication date does not imply inclusion of frameworks released during 2026.

TAS SUGGESTED ACTIVITY

A lesson decision card

20 suggested minutes
  1. Select one lesson. Record its learning goal, the learner’s task, AI’s role and the teacher’s responsibilities.
  2. Identify information to protect and an output requiring human review.
  3. Add a short question learners should answer independently to demonstrate understanding.
  4. Discuss the card with a colleague and revise the activity before trying it.

Output: A short, reviewable learning activity card.

A TAS suggestion: a reflective planning exercise, not a validated teacher competency scale.

Full reference and editorial note

UNESCO IITE. (2026). Teacher AI Competency Frameworks: Analytical Report. Author: Olga Viberg. UNESCO IITE and Shanghai Open University.

This is an independent TAS reading. Featuring a source does not imply a partnership or endorsement by its publisher. The suggested activity is separate from the report’s findings.