How can teachers and learners use AI and digital technology competently, critically and safely in education? Simply using AI tools and digital technology in educational settings does not necessarily mean that learners will profit from these tools. Some tools may have a positive effect on learning, while others may not.
A newly published paper addresses this issue and formulates a theoretical framework for the “Competence to Use Artificial Intelligence and Digital Technology in Educational Processes” (AIEDTEC competence). Combining insights from psychology and computer science, it aims to provide a theoretical definition of the competent use of AI and digital technologies in education and to offer a standardized tool for evaluating courses that teach this competency.
The researchers developed a four-level framework describing AIEDTEC competencies in learning processes. In addition, they created and validated a questionnaire to assess courses that aim to teach these competencies. Results from a study with 240 participants showed strong psychometric quality and confirmed the proposed structure of the model.
The paper provides an important foundation for designing modern, effective and responsible learning environments. This highlights that successful AI integration in education requires more than just technology adoption.
Frey, A., Schenk, C., Weiß, L., König, C., Ramesh, V., Fabriz, S., Drachsler, H., & Horz, H. (2026). A Theoretical Framework and Evaluation Instrument for the Competence to Use Artificial Intelligence and Digital Technology in Educational Processes. Systems, 14(5), 583. https://doi.org/10.3390/systems14050583