AI processes vast information, generates new content, and helps decision-making through predictive analyses. In education, AI has transformed the traditional teacher–student relationship into a teacher–AI–student dynamic.

This shift requires a re-examination of teachers’ roles and the competencies they need in the AI era. Yet, few countries have defined these competencies or developed national programmes to train teachers in AI, leaving many educators without proper guidance.

The AI competency framework for teachers addresses this gap by defining the knowledge, skills, and values teachers must master in the age of AI. Developed with principles of protecting teachers’ rights, enhancing human agency, and promoting sustainability, the publication outlines 15 competencies across five dimensions: Human-centred mindset, Ethics of AI, AI foundations and applications, AI pedagogy, and AI for professional learning. These competencies are categorized into three progression levels: Acquire, Deepen, and Create.

As a global reference, this tool guides the development of national AI competency frameworks, informs teacher training programmes, and helps in designing assessment parameters. It also provides strategies for teachers to build AI knowledge, apply ethical principles, and support their professional growth.

By the end of this unit teachers should be able to:

Deepening knowledge 4. (e) Use of information and communication technology to communicate and collaborate among students, peers, parents and the larger community with a view to enriching students' learning.

بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:

تعميق المعرفة 4. (هـ) استخدام تكنولوجيا المعلومات والاتصالات للتواصل والتعاون بين الطلاب والأقران وأولياء الأمور والمجتمع الأكبر بهدف إثراء تعلم الطلاب.

By the end of this unit, teachers should be able to:

Knowledge deepening 4- (c) Use of tools or a creation environment to design online materials.

بنهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:

تعميق المعرفة 4- (ج) استخدام الأدوات أو بيئة الإبداع لتصميم المواد عبر الإنترنت

Digital ESL is a hands-on, paper-first course that teaches beginner English learners digital literacy through guided experimentation on their smartphones. It was designed to maximize hands-on learning opportunities both in and outside the classroom, utilizing students' own smartphone devices. Although originally created for teaching older adult (age 65+) beginner learners of English, it can be used with adults of any age.

The Living Book of Digital Skills (You never knew you needed until now) is a living, open source online guide to 'modern not-quite-technical computer skills' for researchers and the broader academic community.

This course is designed to provide teachers with the skills and competencies needed to both incorporate information and communications technology (ICT) in their teaching as well as to use it for their professional development.

The course covers a wide range of thematic areas, from basic computer use and maintenance (including hardware, software, applications and troubleshooting) through to internet, email, and social media in the educational context. Through the course, teachers will develop the skills to understand, evaluate and operationalize ICT within the context of related national educational policies, integrate ICT in education from a pedagogical perspective, manage learners’ project-based learning (PBL) activities in a technology-enhanced environment and even integrate ICT into the curriculum.

By the end of this unit, teachers should be able to:

Knowledge deepening 4- (a) Operation of general-purpose software packages appropriate to the subject taught by teachers, such as digital conceptualization, data analysis, simulation-based role-playing, and available references over the Internet.

Deepening Knowledge 4-(b) Assessing the accuracy and usefulness of web resources in support of the associated project-based learning process in the academic field.

بنهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:

تعميق المعرفة 4- (أ) تشغيل حزم البرامج ذات الأغراض العامة المناسبة للمادة التي يدرسها المعلمون ، مثل التصور الرقمي وتحليل البيانات ولعب الأدوار القائم على المحاكاة والمراجع المتاحة عبر الإنترنت.

تعميق المعرفة 4- (ب) تقييم دقة وفائدة موارد الويب في دعم عملية التعلم القائم على المشاريع المرتبطة في المجال الأكاديمي.

EPBE Project Open Educational Resources.
A repository of open educational resources generated throughout the European Personal Branding for Employment Project, such us documents, presentations, videos, podcast and assessments for everyone who needs open educational resources on personal branding and job hunting 4.0.

The European Personal Branding for Employment (EPBE) project main aim was to encourage employment among young students through the acquisition of digital skills using innovative and learner-centred pedagogical approaches and enhancing digital integration in learning, teaching, training and youth work at various levels: promoting access to and learning through Open Educational Resources (OER) in order to build up an on-line personal brand and using effectively job hunting 4.0 techniques.

This resource is about finding and recognizing OER. How to search for Open Educational Resources (OER)?Which material to use for my OER?How to attribute open material using the TASLL rule?Except where otherwise noted, this work is licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/) by ZHAW, University Library (17 October 2022).

Through this activity students created some storybooks in a collaborative way using technology and writing apps.

The v-UPGRATeS project aims to introduce a comprehensive program for the improvement of VET trainers and teachers’ digital skills through an ICT According to the TALIS 2013 (Teaching and Learning International Survey, OCED) there is a tremendous need for teachers to improve their knowledge and their skills in the field of Information and Communication Technologies (ICT). The interactive platform of the v-UPGRATeS team is one step in this direction.
V-UPGRATeS stands for the Erasmus+ funded project Validating and Upgrading VET Trainers' and Teachers' Digital Skills. The project consortium, consisting of experts from five countries (Cyprus, Romania, Spain, Greece and Germany) developed a platform, with which teachers can
- test their current knowledge (step 1)
- improve their skills by v-UPGRATES online-courses (step 2)
- check their increase of knowledge with practial tasks (step 3).
Teachers upgrade their digital skills (e.g. internet security; interactive teaching technologies, website publishing and editing etc.) in an autonomous process. Each participant gets a certificate at the end.
The V-UPGRATeS platform can be found here: upgrates.vupgrates.eu