Blab AI
EU and OECD Launch AI Literacy Framework for Primary and Secondary Schools
On 18 June 2026 the European Commission and the Organisation for Economic Cooperation and Development (OECD) announced a new AI Literacy Framework for primary and secondary education. The joint initiative, presented in Brussels, aims to give teachers, school leaders and policymakers a common set of competencies that students should acquire to understand and use artificial intelligence responsibly.
The framework is organised around four domains: (1) engage with AI, (2) create with AI, (3) manage AI, and (4) shape AI. Each domain contains guidance and classroom activity examples that illustrate how students can explore AI concepts, evaluate AI outputs, and reflect on ethical and societal implications. The Commission said the framework supports the EU’s ambition to deliver high‑quality, inclusive and future‑oriented digital education.
The initiative is part of the EU’s Digital Education Action Plan 2021‑2027 and will feed into the Education Package, a broader set of measures that the Commission will present later this year. The package is intended to help member states adapt school systems to the digital and AI transformation.
Roxana Mînzatu, the Commission’s Executive Vice‑President for Social Rights and Skills, Quality Jobs and Preparedness, highlighted the importance of AI literacy for young people. She said that understanding and using AI responsibly is essential for Europe’s competitiveness, for protecting democracy and for social cohesion, and that the framework is a step toward embedding AI education in classrooms.
The framework was developed with support from CodeAI (formerly Code.org) and a team of international experts. CodeAI’s focus on teaching AI concepts to K‑12 students aligns with the framework’s goal of integrating AI into existing curricula.
The EU’s Artificial Intelligence Act, adopted in 2024, requires that staff who deploy or manage AI systems possess a sufficient level of AI literacy. The Act’s provisions on prohibited AI practices and governance rules entered into force on 2 February 2025, and the obligations for general-purpose AI models became applicable on 2 August 2025. The new framework provides a practical tool for schools to meet these regulatory expectations.
In addition to regulatory compliance, the framework addresses broader educational concerns. AI literacy is defined as a set of competencies that enable individuals to critically evaluate AI technologies, communicate and collaborate effectively with AI, and use AI as a tool in everyday life. The framework therefore supports the development of digital, media and critical thinking skills that are increasingly important in a world where generative AI models can produce text, images and code.
The OECD has indicated that the framework will serve as the basis for the first OECD Programme for International Student Assessment (PISA) 2029 test on AI literacy. Schools and ministries of education in OECD countries will use the framework to align curricula and to prepare students for the assessment.
The framework also responds to the rapid pace of AI development. Generative AI tools such as large language models and text‑to‑image systems have become widely available, raising questions about academic integrity, data privacy and bias. By providing structured learning activities, the framework encourages students to question AI outputs, recognise limitations and consider ethical implications.
Teachers will receive professional development resources that explain how to incorporate AI concepts into existing subjects. The framework’s activities are designed to be teacher‑led, with an emphasis on dialogue and community norms, rather than on the technology itself. This approach aligns with research that stresses the importance of human‑centered instruction in AI education.
The Commission’s announcement comes at a time when several EU member states are already piloting AI‑enhanced learning tools in schools. The framework offers a common reference point that can help harmonise practice across the Union and ensure that AI literacy is taught consistently.
In summary, the EU‑OECD AI Literacy Framework is a policy tool that provides a structured set of competencies, classroom activities and guidance for schools. It is intended to support regulatory compliance with the AI Act, to prepare students for future AI‑related assessments, and to embed responsible AI use in everyday learning.
The framework will be made available on the AILit website, and the Commission and OECD will monitor its adoption through national education ministries. Further details on implementation timelines and teacher training programmes are expected to be released in the coming months.
The framework is organised around four domains: (1) engage with AI, (2) create with AI, (3) manage AI, and (4) shape AI. Each domain contains guidance and classroom activity examples that illustrate how students can explore AI concepts, evaluate AI outputs, and reflect on ethical and societal implications. The Commission said the framework supports the EU’s ambition to deliver high‑quality, inclusive and future‑oriented digital education.
The initiative is part of the EU’s Digital Education Action Plan 2021‑2027 and will feed into the Education Package, a broader set of measures that the Commission will present later this year. The package is intended to help member states adapt school systems to the digital and AI transformation.
Roxana Mînzatu, the Commission’s Executive Vice‑President for Social Rights and Skills, Quality Jobs and Preparedness, highlighted the importance of AI literacy for young people. She said that understanding and using AI responsibly is essential for Europe’s competitiveness, for protecting democracy and for social cohesion, and that the framework is a step toward embedding AI education in classrooms.
The framework was developed with support from CodeAI (formerly Code.org) and a team of international experts. CodeAI’s focus on teaching AI concepts to K‑12 students aligns with the framework’s goal of integrating AI into existing curricula.
The EU’s Artificial Intelligence Act, adopted in 2024, requires that staff who deploy or manage AI systems possess a sufficient level of AI literacy. The Act’s provisions on prohibited AI practices and governance rules entered into force on 2 February 2025, and the obligations for general-purpose AI models became applicable on 2 August 2025. The new framework provides a practical tool for schools to meet these regulatory expectations.
In addition to regulatory compliance, the framework addresses broader educational concerns. AI literacy is defined as a set of competencies that enable individuals to critically evaluate AI technologies, communicate and collaborate effectively with AI, and use AI as a tool in everyday life. The framework therefore supports the development of digital, media and critical thinking skills that are increasingly important in a world where generative AI models can produce text, images and code.
The OECD has indicated that the framework will serve as the basis for the first OECD Programme for International Student Assessment (PISA) 2029 test on AI literacy. Schools and ministries of education in OECD countries will use the framework to align curricula and to prepare students for the assessment.
The framework also responds to the rapid pace of AI development. Generative AI tools such as large language models and text‑to‑image systems have become widely available, raising questions about academic integrity, data privacy and bias. By providing structured learning activities, the framework encourages students to question AI outputs, recognise limitations and consider ethical implications.
Teachers will receive professional development resources that explain how to incorporate AI concepts into existing subjects. The framework’s activities are designed to be teacher‑led, with an emphasis on dialogue and community norms, rather than on the technology itself. This approach aligns with research that stresses the importance of human‑centered instruction in AI education.
The Commission’s announcement comes at a time when several EU member states are already piloting AI‑enhanced learning tools in schools. The framework offers a common reference point that can help harmonise practice across the Union and ensure that AI literacy is taught consistently.
In summary, the EU‑OECD AI Literacy Framework is a policy tool that provides a structured set of competencies, classroom activities and guidance for schools. It is intended to support regulatory compliance with the AI Act, to prepare students for future AI‑related assessments, and to embed responsible AI use in everyday learning.
The framework will be made available on the AILit website, and the Commission and OECD will monitor its adoption through national education ministries. Further details on implementation timelines and teacher training programmes are expected to be released in the coming months.
