2025年人工智能AI时代劳动力技能框架报告（英文版）-SREB

July2025

SouthernRegionalEducationBoard

SREB.org

SREBCommissiononArtificialIntelligenceinEducation

Skillsfor

anAI-ReadyWorkforce

Content

Introduction 1

SkillsforanAI-ReadyWorkforceOverview 2

RecommendedActions 3

1.EmbedAIAcrossCoreContentandCareerandTechnicalEducationStandards 3

2.StrengthenandModernizeDigitalLearningandComputerScienceStandards 4

3.StrengthenCollaborationwithIndustry,WorkforceAgencies,andEconomic 5

DevelopmentOrganizations

4.EmbedAI-ReadyCompetenciesAcrossWorkforceTrainingandUpskillingPrograms 5

5.ProvideComprehensiveAIProfessionalDevelopmentforEducators 6

6.EstablishMonitoringandEvaluationMechanismsforAIReadiness 7

SkillProgressions 8

ProgressionLevelsBreakdown 8

SkillDescriptionsandSampleGrade-LevelDescriptors 9

SuccessSkills 9

IndustryBaselineSkills 14

TechnicalSkills 17

CalltoAction 21

References 22

ArticlesandReports 22

PodcastsandPanelDiscussions 23

Glossary 24

Appendix:IntegratingAI-ReadySkillsintoAcademicandWorkforcePrograms 27

ClarifyingStandards:Anchor,ProcessandContent 27

FrameworkOverview:ASharedLanguageforAIReadiness 27

Step1:BuildaCross-SectorTeamtoLeadIntegration 28

Step2:ConductanAuditofStandardsandSkillsFrameworksUsingtheAISkillsandProgressions 28

Step3:IdentifyIntegrationOpportunitiesandConnecttoWorkplaceUseCases 29

Step4:DraftorAnnotateStandardsandCompetencieswithAI-RelevantLanguage 29

Step5:ValidateandPilotWithTargetAudiences 30

Step6:Finalize,Implement,andBuildSupportInfrastructure 30

SREB’sAIinEducationCommission 31

CommissionMembers 31

ThisreportwaswrittenbyIvyCoburn,SREBdivisiondirectorofeducationandworkforce,andMJKim,SREBsenioranalyst,inpartnershipwithmembersofSREB’sCommisiononAIinEducation

FindinformationonAIat

SREB.org/AI

orbyscanningtheQRcode.

Thisreportislicensedunder

CCBY4.0

SkillsforanAI-ReadyWorkforce

Introduction

Asartificialintelligencecontinuestotransformtheworkforce,alllearners—studentsandadultsalike—mustbeequippedwiththeskillsnecessarytothriveinamodernworkplace.Thesecompetenciesarenolongerexclusivetothosepursuingcomputerscienceorengineeringdisciplines;theyareessential

foranyonenavigatingarapidlyevolving,AI-integratedworld.

TheSkillsforanAI-ReadyWorkforcedocument,developedby

SREB’sCommissiononAIinEducation,providesaroadmap

forequippinglearnerswiththecapabilitiesneededtoadvanceintoday’slabormarket.Thisresourceisdesignedforuseacrosstheentireeducationandworkforcecontinuum—fromK-12

schoolsandpostsecondaryinstitutionstoworkforcedevelop-mentagenciesandemployer-basedtrainingprograms.

Thisreportintroducesalearningprogressionthathelpsedu-cationandtrainingsystemsassesswherelearnersareintheirAIreadinessjourneyandplanappropriatesupports.Thepro-gressionbeginswithAwareness,wherelearnersdevelopa

foundationalunderstandingofAItoolsandconcepts.ItthenmovestoExploration,wherelearnersengagewithAIinguidedcontexts;followedbyApplication,wheretheyuseAItoolstosolveproblemsandevaluateoutcomes.Finally,Fluency,wheretheydemonstrateconfident,ethicalandadaptiveuseofAI

technologies.Theselevelsapplyacrossagegroupsandlearningsettingsandareintentionallyflexible—allowinglearnersto

beginwheretheyareandadvanceovertime.

“AIistransforminghow

companiesandindustries

operate.Wearetakingan

AI-forwardapproach,

preparingourtalentwiththese

criticalskills—toempower

themintheirworkofhelping

themillionsofpeopleweserve

achievetheirbesthealth.”

CraigKlopatek,SeniorVicePresidentandChiefInformationOfficer,HumanaInsurance

Whilestudentswillneedthesecompetenciesastheypreparefortheworkforce,adultlearnersandcur-rentworkersalsorequireaccesstostructuredopportunitiesforupskillingandreskilling.Astechnologyautomatesorchangeskeyjobfunctions,educationandworkforcesystemsmustensurethatlearnersofallagesandcareerstagesgainthetechnical,ethicalandadaptiveskillsnecessarytoremaincompetitive.

Consistentwiththe

commission’spolicyrecommendationonstandards

,AIskillsmustbeembeddedacrossallacademicsubjectsandcareerpathways.InEnglishlanguagearts,studentsmightuseAIto

revisewritingorevaluatepersuasivearguments.Inmathematics,theymayanalyzepatternsindata

usingAI-poweredtools.Inscience,studentscouldmodelsystemsortesthypothesesthroughAIsimu-lations,andinsocialstudies,theymightexaminehowalgorithmsinfluencecivicdiscourse.EmbeddingAIacrossdisciplinesnotonlyenricheslearningbutalsobuildsreal-worldreadiness.

Ultimately,thisresourcesupportsleadersinevaluatingandupdatingprogramstomeetthecurrent

expectationsoftheworkforce.Italsoprovidesguidanceforbusinessandindustrypartnersasthey

considerhowtoincorporateAIreadinessintoin-housetrainingandworkforcedevelopmentstrategies.Bytakingactionacrosssectors,statescanensurethatalllearnersarepreparedtonavigateand

contributemeaningfullytoanAI-drivenfuture.

SkillsforanAI-ReadyWorkforceOverview

TheSkillsforanAI-ReadyWorkforceframeworkoffersaclear,structuredapproachforbuildingessentialcompetenciesthatsupportAIliteracyandworkplaceadaptability.DevelopedbytheSkillDevelopmentSubcommitteeofSREB’sAICommission,theframeworkisinformedbyinputfromeducationleaders,trainingproviders,andindustrypartnersacrosstheSREBregion.Itisdesignedtohelpeducationandworkforceleadersevaluatecurrentprogrammingandbuildafuture-readytalentpipelinethatreflectstherealitiesofanAI-integratedworkforce.

Thesubcommitteereviewedlabormarkettrends,analyzededucationandworkforcetrainingstandardsacrossSREBstates,andconsultedwithemployersonthepracticalapplicationsofAIintheworkplace.Thisinformedaframeworkthatbalancesfoundationalandtechnicalskillswhileemphasizingreal-

worldrelevance.

Industry

Baseline

Skills

TechnicalSkills

SuccessSkills

Atthecoreoftheframeworkarethreeinterrelatedskillgroupings.

lSuccessSkills—Adaptable,human-centeredabilitieslikecommunication,collaboration,problem-solving,andleadershipthatremainvitalevenasrolesevolve.

lIndustryBaselineSkills—CompetenciesthatensurelearnersunderstandhowAI

impactsworkplacedecision-makingandaccountability,suchasAIethics,cybersecurityanddomain-specificknowledge.

lTechnicalSkills—TheabilitytoworkwithAItools,includingdatainterpretation,algo-rithmicreasoningandunderstandingconceptslikemachinelearningandgenerativeAI.

Theseskillareasarescaffoldedbyafour-levellearningprogression—Awareness,Exploration,Application,andFluency—thathelpsleadersdesigninstructionandtrainingalignedtolearnerneeds.Theprogressionsupportsflexibleentrypointsforbothstudentsandadultsandcanbeappliedtoanylearningenvironment,whetherformalorjob-embedded.

Bycombiningtheseskillcategorieswithaclearlydefineddevelopmentalstructure,theframework

servesasatoolforeducationandworkforceleaderstoreviewandreviseexistingacademicstandards,degreeandcertificateprograms,andcourseofferings.Itsupportssystemsindeterminingwhereskillsarepresent,wheretheyneedtobestrengthened,andhowtoensurelearners—whethergraduatingfromhighschool,completingpostsecondaryprogramsoradvancingthroughworkforcetraining—

canuseAItechnologieseffectively,ethicallyandwithconfidence.

Thisapproachoffersapractical,forward-lookingpathtopreparelearnersnotjustfortoday’stech-nologiesbutforafuturewhereadaptability,ethicaldecision-making,andtechnicalconfidencewillbecriticaltosuccessineverydisciplineandeveryworkplace.

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RecommendedActions

Theserecommendationsprovideactionablestepsforstateleaders,agencyofficials,educationleadersandworkforcetrainingproviderstoimplementthecompetenciesoutlinedinthispublication.The

stepsaredesignedtosupportthedevelopmentofessential

AI-relatedskillsacrossK-12,postsecondaryandworkforcesettings—ensuringcontinuouslearningandadaptabilityinarapidlyevolving,technology-richeconomy.

GroundedintheSkillsforanAI-ReadyWorkforceframework,

therecommendationshelpsystemsapplytheskillcategoriesanddevelopmentalprogressionstodecision-makingaroundprogramdesignandimprovement.Theyguideleadersinaligningstandards,curriculaandtrainingopportunitiestoensurealllearners—

regardlessofageorbackground—developtheskillsneededtothriveinanAI-drivenfuture.

Theserecommendations

guideleadersinaligning

standards,curriculaand

trainingopportunities

toensurealllearners—

regardlessofageor

background—develop

theskillsneededtothrive

inanAI-drivenfuture.

1.EmbedAIAcrossCoreContentandCareerandTechnicalEducationStandards

TopreparealllearnersforanAI-integratedfuture,stateandinstitutionalleaders—includingthoseinK-12,postsecondaryeducationandworkforcetraining—shouldconductacomprehensivereviewofacademicstandards,careerandtechnicaleducationframeworksandpostsecondaryprogramcompe-tencies.ThisreviewshouldidentifywhereAI-relatedskillscanbeembeddedwithinexistingcontentandprocessstandards,ratherthanisolatingAIasastandalonesubject.

Anchorstandards(broadlearninggoalsacrosssubjects)andprocessstandards(transferableskillssuchascollaborationandproblem-solving)serveasnaturalentrypoints.Atthesametime,contentstandardsprovideanopportunitytolinkAIskilldevelopmentdirectlytosubject-areaknowledge

andperformance.

Statesandsystemsareencouragedtoanalyzewheresuccess,industrybaselineortechnicalskillsarealreadyreflectedincurrentstandards,determinewhichprogressionlevelsareaddressed,andidentifywhereneworrevisedexpectationscouldstrengthenskilldevelopment.

Forexample:

lEnglishlanguagearts:StudentsmightuseAItoolstobrainstorm,organizeandrevisewriting,similartotoolsusedinjournalism,marketingandcommunications.

lMathematics:AI-poweredvisualizationplatformscanhelpstudentsexploredatatrendsandmakepredictions,muchlikefinancialandlogisticsprofessionalsdo.

lScience:StudentscantestvariablesinAIsimulationstomodelecologicalorchemicalprocesses,justasresearchersusepredictivetoolsinlabsettings.

lSocialstudies:Learnersmayinvestigatehowalgorithmsinfluencepoliticaldiscourse,reflectingthereal-worldresponsibilitiesofcivicleadersandmediaanalysts.

Theseintegrationsdeepenacademicrigorwhileconnectingstudentstoreal-worldtechnologiesandapplications.SeeAppendixAforadditionalguidance.

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2.StrengthenandModernizeDigitalLearningandComputerScienceStandards

Statesshouldreviewandupdatedigitallearningandcomputersciencestandardstoensuretheyreflectthecompetencies—theknowledge,skillsandbehaviorsthatlearnersmustdemonstrate—outlinedintheAIlearningprogressionandskillsframework.Thisworkisessentialtosupportthesystematic

developmentofAIfluency,beginningintheearlygradesandextendingintopostsecondaryeducationandworkforcetraining.

TheAIlearningprogressionintroducedinthisreport—adevelopmentalsequencedescribingwhat

learnersshouldbeabletodoastheymovefromAwarenessthroughExplorationtoApplicationand

Fluency—canserveasascaffoldforstandardsrevision.TheselevelsofferastructuredpathforbuildingAI-relatedcompetencieswhilemaintainingflexibilityforlearnerswhomayencounterAItoolsforthefirsttimeatanystage,regardlessofageoreducationallevel.

Forexample:

lAwarenessdescriptorscaninformupdatestoelementary-leveldigitalliteracystandards,wherestudentsbeginexploringwhatAIis,howitfunctions,anditsimpactontheirlivesandcommunities.

lExplorationdescriptorsmayguiderevisionstomiddleschoolstandards,supportingstudentsastheybegintointeractwithAItoolsinstructured,hands-onlearning.

lApplicationlevelalignswellwithhighschoolstandards,wherestudentscanbeaskedtoapplyAItoolsinmoreindependent,problem-solvingcontexts.

lFluencybecomesatargetforadvancedhighschoolcourses,postsecondaryprograms,andworkforcetraining,wherelearnersdemonstrateconfidence,adaptabilityandethicaldecision-makingintheuseofAItechnologies.

Thisprogression-basedapproachalsoensuresonrampsforadultlearnersandthosewithnopriorexposuretoAI.Iflearnersenteraprogramwithoutfoundationalknowledge,systemsshouldbeginattheAwarenesslevel,regardlessofage,tobuildunderstandingandconfidencebeforeadvancingthroughmorecomplexapplications.

Digitallearningandcomputersciencestandardsshouldalsoexplicitlyaddresscorecompetenciessuchas:

lDataprivacyanddigitalcitizenship

lCybersecurityawareness

lAIethicsandalgorithmicbias

lHuman-computerinteraction

Theseelementsarevitalforpreparingalllearners—notjustfuturecomputerscientists—tonavigateadigitalworldresponsiblyandeffectively.

Statesshouldestablishregularreviewandrevisioncyclesforthesecomputerscienceanddigital

learningframeworks.UpdatesshouldbeinformedbyadvancesinAIandemergingtools,aswellasbyworkforceneedsandfeedbackonclassroomimplementation.Providingeducatorswithguidanceonhowtodifferentiateinstructionbasedonthelearningprogressionwillensurethatinstruction

remainsdevelopmentallyappropriateandrelevanttobothacademicandworkplacecontexts.

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3.StrengthenCollaborationwithIndustry,WorkforceAgencies,andEconomicDevelopmentOrganizations

AIreadinesscannotbeachievedthrougheducationalone.Cross-sectorpartnershipsareessentialforaligninglearningoutcomeswiththedemandsofthelabormarket.

Statesshouldexpandcollaborationtoincludeindustryleaders,workforcecommissions,chambersofcommerce,professionalassociations,economicdevelopmentagenciesandworkforcetrainingproviders.ThesepartnersbringcriticalinsightintohowAIistransformingspecificsectors,fromlogisticsandhealthcaretofinanceandmanufacturing.

Throughthesepartnerships,educationandtrainingleaderscanco-developcrosswalks—toolsthatmaporalignAI-relatedskillswiththecompetenciesneededinhigh-demandoccupations.Thiscollab-orativeworkshouldincludeidentifyingpriorityusecases(specificexamplesofhowAIistransformingjobroles),aligningskilldevelopmentstageswithworkforcereadinessexpectations,andestablishingfeedbackloopstovalidateandrefinetrainingcontentbasedonevolvingindustryneeds.

Suchcollaborationalsocreatesafoundationforexpandingapprenticeships,employer-ledtrainingprograms,andin-houseupskillingalignedtothethreeAIskillcategories.AcoordinatedapproachensuresthatbothnewandexistingworkershaveaccesstothecompetenciesneededtothriveinanAI-driveneconomy.

4.EmbedAI-ReadyCompetenciesAcrossWorkforceTrainingandUpskillingPrograms

Tomeetthedemandsofachangingeconomy,adultlearnersandworkingprofessionalsmustdevelopskillsbeyondhuman-centeredsoftskills.Workforceandtrainingprogramsshouldensurethatalllearn-ers,regardlessofbackground,buildcompetenceacrossthefullspectrumofAIreadiness:successskills,industrybaselineskillsandtechnicalskills.

Workforcetrainingshouldcontinuetoprioritizeskillssuchasleadership,projectmanagementand

collaboration.Thesesuccessskillsarecriticalfornavigatingenvironmentsshapedbyautomation,

remotework,andcross-functionalteams.However,trainingmustalsoincludeindustrybaselineskills—likeAIethics,cybersecurityawarenessanddataliteracy—sothatworkersunderstandtheimplicationsofAIintheirspecificjobs.

Additionally,adultlearnersrequireafoundationalleveloftechnicalskillstointeractwithAItechnolo-giesconfidently.ThisincludesunderstandinghowAItoolswork,interpretingtheiroutputs,andapplyingthemeffectivelytoworkplaceproblemsorprocesses.

Thesecompetenciesshouldbescaffoldedusingthelearningprogression:

lAttheAwarenessstage,workersexplorehowAItoolsimpacttheirsectorandsociety.

lAttheExplorationstage,learnersexperimentwithAIapplicationsinstructured,job-relevantcontexts.

lAttheApplicationstage,learnerssolveworkplacechallengesusingAItechnologiesandassesstheireffectiveness.

lAttheFluencystage,individualsdemonstratetheabilitytoadapttonewtools,evaluate

AI-generatedresults,andleadcollaborativeeffortsthatintegrateAIintobusinessfunctions.

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Trainingprovidersshouldtailorinstructiontotheneedsoflocalorregionalindustriesandalign

instructionwithoccupationalrolesandadvancementpathways.Thisholistic,integratedapproachensuresadultlearnersarenotonlyemployablebutpositionedforleadershipandadvancementintheirworkplace.

5.ProvideComprehensiveAIProfessionalDevelopmentforEducators

Inlinewiththecommission’spolicyrecommendationonprofessionaldevelopment,alleducators—

includingteachers,faculty,counselors,administrators,instructionalcoachesandsupportstaff—musthaveaccesstohigh-qualityprofessionaldevelopmentthatbuildstheircapacitytounderstand,applyandteachAI-relatedskills.ThistrainingensuresthatAIisusednotasastandalonetopic,butasatooltoenhanceteachingandlearningacrossalldisciplinesandcareerpathways.

Professionaldevelopmentshouldfocusontwokeyareas:

1.Technicalfluency—helpingeducatorsbecomeconfidentandresponsibleusersofAItoolsthemselves;and

2.Instructionalintegration—equippingthemtoembedAI-relatedskillsintoexistingacademicandworkforcecurricula.

TrainingshouldbeexplicitlyalignedtotheSREBAISkillsFrameworkandlearningprogressionfeaturedinthisreport.Educatorsneedsupportto:

lUnderstandtheprogressionfromawarenesstofluency,andhowtoscaffoldlearningateachlevel;

lEmbedsuccessskills,industrybaselineskillsandtechnicalskillsintotheircontentareaorstudentsupportresponsibilities;

lModelethical,transparentandeffectiveAIuseinclassroomandinstructionalcontexts.

Thisprofessionallearningmustberole-specificanddiscipline-relevant.Forinstance:

lMathteachersmightexploreAI-basedmodelingordatavisualizationtools;

lELAteachersmightfocusonevaluatingAI-generatedtextfortoneandbias;

lCTEinstructorsmightintegrateAIintosimulationsandproject-basedlearning;

lCounselorsandadvisorscanguidestudentsandfamiliesinunderstandinghowAIisshapingpostsecondaryoptionsandcareerpathways.

ToensureaccesstoAIprofessionaldevelopment,statesshouldleverageexistingprofessionalnetworksandleadershipprograms.Content-areaorganizations,suchasmathorscienceteacherassociations,offernaturalplatformsforintegratingAItrainingintoongoingprofessionaldevelopment.

EmbeddingAI-relatedprofessionaldevelopmentintotheseorganizationsensuresthateducatorsacrossrolesandcontexts,notjustearlyadopters,areequippedtopreparelearnersforsuccessinanAI-drivenworld.Italsocreatesopportunitiesforpeerlearning,sharedresourcesandinstructionalleadershipthatreinforceAIintegrationsystemwide.

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6.EstablishMonitoringandEvaluationMechanismsforAIReadiness

ToensureAIreadinesseffortsareeffectiveandresponsivetochange,statesandinstitutionsmustdevelopcomprehensivesystemstoevaluateprogressacrossK-12,postsecondaryandworkforce

programs.Thesesystemsshouldmeasurebothlearnerdevelopmentandthealignmentofprogramstothecompetenciesoutlinedinthisreport.

EvaluationmechanismsshouldbeanchoredintheSREBSkillsforanAI-ReadyWorkforceframework

—trackinghowwellsuccessskills,industrybaselineskillsandtechnicalskillsarebeingtaught,and

whetherlearnersareprogressingthroughthestagesofAwareness,Exploration,ApplicationandFluency.

LeadersshouldcollectandanalyzedatafrommultiplesourcestoassesstheimpactofAI-related

learningefforts,including:

lStudentandworkerskilldevelopmentacrosssubjectsandpathways,

lEducatorandtrainingproviderprofessionaldevelopmentoutcomes,

lProgram-levelintegrationofAI-relatedcompetencies,

lFeedbackfromemployers,workforceagencies,andpostsecondaryinstitutions.

ThesesystemsshouldevaluatenotonlyhowfrequentlyAIconceptsareintroduced,butalsohowdeeplylearnersareengagingwiththem—particularlytheirabilitytothinkcritically,solveproblemsandapplyAItoolseffectively.

Tosupportcontinuousimprovement,statesshouldestablish

Byusingtheskillsframework

toguidedecision-making,

statesandsystemscanmake

data-informeddecisionsthat

keepeducationandworkforce

programsalignedwith

technologicaladvancements

andlabormarketdemands.

reviewcyclesthatallowforregularrefinementofstandards,programandinstructionalpractices.Thisincludesidentifyingareaswhereadditionalsupportorredesignisneeded,suchas:

lgapsinaccesstoAIlearningopportunitiesbasedongeography,incomeorinstitutiontype;ldisparitiesinimplementationacrossschools,districtsortrainingsystems;and

linconsistenciesbetweenwhatistaughtandwhatemployersexpectinAI-integratedroles.

Byusingtheskillsframeworktoguidedecision-making,statesandsystemscanmakedata-informeddecisionsthatkeepeducationandworkforceprogramsalignedwithtechnologicaladvancementsandmarketdemands—whileensuringalllearnershaveopportunitiestobuildAIfluency.

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SkillProgressions

TheskillprogressionframeworkprovidesastructuredpathwayforbuildingAIreadiness,organizedintofourdistinctlevels:Awareness,Exploration,ApplicationandFluency.Theseprogressionsaredesignedtosupportlearnersofallages—fromstudentsinearlygradesthroughpostsecondaryeducation,aswellasadultscurrentlyintheworkforceorseekingnewcareerpathways.

Thisframeworkisdesignedforlearnersatallstagesoflifeandcareer—whethertheyarestudents

buildingfoundationalskillsoradultsseekingtoreskilloradvanceintheirprofessions.Thefourlevelsofprogressionreflectphasesofgrowththatmayoccuratanypointinanindividual’slearningjourney.

Learnersmayfindthemselvesatdifferentlevelsacrossvariousskillareas.Forexample,anindividualmaydemonstratefluencyincommunicationandproblem-solvingwhileconcurrentlydeveloping

awarenessincybersecurityorgenerativeAI.

Ratherthanaligningskilllevelswithageorformaleducationstages,thisprogressionrecognizesthatlearningisdynamicandcontext-dependent.TheflexibilityoftheframeworkensuresitsrelevanceforupdatingK-12academicstandards,guidingpostsecondaryprograms,andshapingworkforcetrainingorupskillinginitiatives.Itservesasatoolforreflection,planningandadvancementacrossbotheduca-tionalandprofessionalenvironments.

ProgressionLevelsBreakdown

Awareness–IntroduceandBuildanUnderstandingofAI

AttheAwarenessstage,learnersbegintodevelopafoundationalunderstandingofAIconceptsandtools.TheyexplorehowAIsystemsgatherandusedatatomakedecisions,oftenthroughguidedexploration

andcuriosity-drivenactivities.Whetherinaclassroomoraworkplacesetting,thegoalistocultivaterec-ognitionofAI’spresenceineverydaylifeandanearlyunderstandingofitsimpactonpeopleandsociety.

Exploration–UseandInvestigateAITools

AttheExplorationstage,learnersbegintointeractwithAItoolsinpracticalandincreasinglyindepen-dentways.Theyexperimentwithprompts,analyzeoutputsandconsiderhowAIcanbeusedtosolvesimpleproblems.LearnersareintroducedtothelimitationsofAI,includingitspotentialforbias,andbegintothinkcriticallyabouttheresultsproducedbythesetools.Thisstagesupportscreativity,criticalthinkingandearlyproblem-solvingacrosslearningenvironmentsandjobroles.

Application–ApplyandEvaluateAI

TheApplicationstageismarkedbyadeeper,morepurposefuluseofAItoolstoaddresscomplex

challenges.Learnersusedatatoinformdecisions,evaluatetheaccuracyofAI-generatedcontent,and

refinetheirapproachesthroughiteration.Ethicalconsiderationsbecomecentral,withlearnersassessinghowAIisusedinreal-worldcontextsandexaminingissuessuchasmisinformation,biasandfairness.

Thislevelsupportsproject-basedlearning,workplacesimulationsanddomain-specificproblem-solving.

Fluency–DemonstrateExpertiseandAdaptability

AttheFluencystage,individualsdemons