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About this framework
This page maps what students should be able to do with AI by the end of each stage, across 4 areas of learning and 3 stages (Primary → Lower Secondary → Upper Secondary). Click any box to read the goals plus the classroom lessons that build them.
For · students & teachers
Read-only reference
Eduversal AICF v1.0 · Part 2
Aligns · Cambridge Digital Literacy (Feb 2026)
Aligns · Permendikdasmen 13/2025
Verbatim framework text lives in docs/research/eduversal/ai-competency-framework/ and is surfaced read-only on /references?doc=aicf-* — this page never edits it.
How to use this page
Students grow in AI literacy across four areas: Understanding AI, Using AI Responsibly, Evaluating AI Outputs, and AI and Society. The goals match the age group, not the calendar age.
The bottom row, "How to teach this", explains how to fit AI learning into your normal subject lessons. Click any box to open the goals and the lesson outlines that build them.
Student Competency Matrix
4 Strands × 3 Age Bands
Primary
Years 1–6 (ages 5–11)
Years 1–6 (ages 5–11)
Lower Secondary
Years 7–9 (ages 11–14)
Years 7–9 (ages 11–14)
Upper Secondary
Years 10–12 (ages 14–18)
Years 10–12 (ages 14–18)
Strand 1
Understanding AI
Understanding AI
Knows AI is a kind of technology that learns from examples. Names AI tools used at school and home. Knows AI is made by people, not magic.
Primary · S1
student.primary.strand1
Explains how generative AI works in simple terms. Knows what AI is good at and not good at. Knows AI can be wrong even when it sounds confident.
LS · S1
student.lower_secondary.strand1
Understands AI principles, types, and limits in more depth. Stays updated on AI. Sees how AI shapes future study and work in their field.
US · S1
student.upper_secondary.strand1
Strand 2
Using AI Responsibly
Using AI Responsibly
Uses approved AI tools with teacher help only. Asks adults for help. Doesn't share personal information with AI.
Primary · S2
student.primary.strand2
Uses approved AI tools for clear learning goals. Asks better questions to AI. Tells teachers when AI helped with work. Knows school rules.
LS · S2
student.lower_secondary.strand2
Uses AI well across many tasks. Picks tools that fit the task. Always discloses AI use. Uses AI for learning, not for taking shortcuts.
US · S2
student.upper_secondary.strand2
Strand 3
Evaluating AI Outputs
Evaluating AI Outputs
Knows AI can make mistakes. Checks AI answers with a teacher or a book. Doesn't believe AI just because it sounds sure.
Primary · S3
student.primary.strand3
Checks AI answers against trusted sources. Spots facts that look wrong. Sees when AI gives a one-sided view. Asks where the information comes from.
LS · S3
student.lower_secondary.strand3
Reviews AI deeply for facts, logic, and bias. Spots fake citations and Western-default framings. Defends own thinking with sources, not AI quotes.
US · S3
student.upper_secondary.strand3
Strand 4
AI and Society
AI and Society
Talks about where AI helps people (medicine, safety, access). Knows people have different views about AI. Discusses fairness in tech.
Primary · S4
student.primary.strand4
Discusses AI benefits and risks (jobs, privacy, fake info). Knows AI can be biased. Sees different sides. Knows their own role as a user.
LS · S4
student.lower_secondary.strand4
Discusses hard AI issues with nuance. Understands rules, accountability, transparency. Sees ethics frameworks. Prepares for AI-changed world.
US · S4
student.upper_secondary.strand4
How to teach this
Teacher guidance
Teacher guidance
Fits inside computing, science, English, PSHE. Direct AI use is teacher-led only. Students watch, not type.
Primary · Guide
student.primary.integration
Spread across subjects + clear computing lessons. Students use AI with a clear learning purpose and a teacher watching.
LS · Guide
student.lower_secondary.integration
Deeply built into all subjects + special tech courses. Big essays and projects include AI-use rules and show students' own thinking.
US · Guide
student.upper_secondary.integration
Evidence & Provenance · Part 2 · Student
Every claim on this page is anchored to a public, named source.
No vibes. No "AI experts say." Each row of the matrix above was checked against the sources below — global standards bodies, Cambridge International, Indonesian regulation, and peer-reviewed research. Skim the wall in 60 seconds; click any card to read the full source.
12
Cited sources
on this page
on this page
7
Independent
publishers
publishers
2026
Freshness anchor
(latest source)
(latest source)
100%
URLs verified live
2026-05-17
2026-05-17
The three pillars
Read these three end-to-end if you read nothing else. They shape every decision the student framework asks you to make.
Cambridge International
Teaching, Learning, Assessment & AI Hub
Primary authority. Any AI decision touching Cambridge curriculum or coursework defers here. Includes the Feb 2026 Digital Literacy refresh that powers our Primary + LS matrix rows.
OECD + European Commission
AI Literacy Framework for Primary & Secondary
Joint OECD–EC framework. Four student domains (Engaging / Creating / Managing / Designing with AI). The cross-check we run against Eduversal v1.0 Part 2.
Common Sense Education
AI Literacy Lessons · Grades 6–12
Free, curriculum-ready lessons that map onto every Lower & Upper Secondary row above. The "where do I start tomorrow morning" answer for classroom teachers.
Cambridge International
Curriculum + assessment authority for Eduversal partner schools
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The Cambridge Approach to Generative AI & Assessment
Position statement. Sets the philosophical frame — why Cambridge accepts AI for some tasks and not others.
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Cambridge Drives a New Era of Digital Maturity for the Age of AI
Feb 2026 Primary + Lower Secondary Digital Literacy refresh — the curriculum hook every "Why this matters" cell on this page points back to.
UNESCO + United Nations
Global ethics + literacy frameworks
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Recommendation on the Ethics of Artificial Intelligence
The human-centred ethical floor behind everything. Cited indirectly through the UNESCO AI CFT used in Part 1.
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Guidance for Generative AI in Education & Research
Operational guidance for generative AI in schools. Anchors the "use AI with a clear learning purpose" stance on the LS + US rows.
Indonesia regulation
National curriculum + data-protection context
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Permendikdasmen 13/2025 — Koding & AI elective
National regulation adding Koding & AI as electives (SD k.5, SMP k.7, SMA k.10). What students learn ABOUT AI — sits alongside this framework's "how to use AI responsibly".
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UU PDP No. 27/2022 — Personal Data Protection Law
Indonesia's GDPR-equivalent. Why our "no PII in public AI tools" red line is not optional — it is the law for student data.
Research + standards bodies
Peer-reviewed evidence + benchmarks
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What Should Teachers Teach & Students Learn in a Future of Powerful AI?
OECD 2025 flagship report. Headline: teacher co-creation of purpose-built generative AI + human-in-the-loop assessment. Anchors the "Show your own thinking" stance on Upper Secondary.
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Why AI Literacy is Now a Core Competency in Education
WEF positioning paper. The "21st-century skill" framing for parents and school leaders who ask "why invest in this now?"
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GPT detectors are biased against non-native English writers
7 GPT detectors flagged 61% of non-native English essays as AI. Foundational evidence for why Eduversal does NOT recommend AI detectors for our EAL students.