Exploring Universal Strategies for AI Literacy in Education

As artificial intelligence (AI) and digital technologies become integral to classrooms, a forum was held to explore universal strategies for establishing 'AI literacy' that fosters critical thinking and responsible usage beyond mere technological acceptance.

The Seoul Education Office hosted the '2026 Future Education Forum' on October 30 in its conference room, attended by educators and education stakeholders. The forum aimed to examine domestic and international trends in AI literacy policies amid a rapid digital transformation and to derive practical tasks for public education.

In his keynote address, Professor Kim Su-hwan of Chongshin University emphasized that AI education should focus on 'universal education' for all students rather than being limited to 'excellence' for a select few. He stated, "The fundamental responsibility at the primary and secondary education levels is to equip every child with the foundational skills to thrive as democratic citizens in the future AI era." He stressed that AI literacy should begin with understanding basic concepts and principles of AI, expanding to critical evaluation, ethical judgment, and ultimately, independent problem-solving skills. He pointed out the need to move beyond mere tool usage (AI in Education) to critical foundational literacy (AI in Literacy) and independent problem-solving capabilities (AI Education).

Professor Kim also provided a detailed analysis of global policy trends, highlighting the collaborative framework being developed by UNESCO, the OECD, and the European Union. He explained that these indicators are directly linked to the AI literacy assessments in the 2029 PISA (Programme for International Student Assessment). He noted that several countries are formalizing public education hours and systems under national leadership.

Specifically, he cited China's establishment of 'AI Integrated Education Guidelines' by 2025, mandating minimum instructional hours from elementary to high school, systematically embedding AI education from kindergarten through high school.

Regarding domestic policies, Professor Kim shared insights on the Ministry of Education's expansion of AI-focused schools and increased information technology hours. He also highlighted collaborative achievements with Korea University, where Chongshin University has participated as a co-researcher. Over the past three years, these institutions have developed the 'Seoul AI and Digital Literacy Framework' and successfully established and operated the 'Seoul Student AI and Digital Literacy Diagnostic Test' system, which assesses students' competencies through computer-based testing.

Professor Kim underscored the importance of designing educational environments for future generations. He stated, "The pace and direction of education policy should not be swayed by political or partisan logic. Sustainable systems that genuinely support teachers in classrooms must be established. We need to critically consider what competencies are truly necessary for children who will live 30 to 40 years into the future and transform classroom environments accordingly."

During the forum, practical case studies were shared, showcasing specific experiences in classrooms.

Shin Da-yoon, a teacher at Seoul Misung Elementary School, noted that more than half of her upper-grade students have already encountered generative AI. She posed the question, "Should we focus on whether to let them use it, or how to design their first encounter with it?" She shared her classroom management experience, where students created their own 'Debut Promise' using the Seoul Education Office's guidelines and an eight-session resource booklet.

Additionally, she introduced a project-based lesson titled 'AI Review Committee: The Broccoli Exclusion Incident,' which involved a mock trial to determine whether to eliminate a specific menu item based solely on recommendations from an AI food waste scanner. This allowed students to critically examine the biases and limitations of AI data while considering various contexts such as nutrition and preferences to make responsible decisions.

Lee Ho-wook, a teacher at Banghak Middle School, emphasized the importance of cultivating the ability to 'stop' as part of attitude education. He referenced the upcoming implementation of revised primary and secondary education laws in March 2026, which will standardize restrictions on smart devices in schools. He stressed that education should go beyond merely collecting physical devices to fostering an internalized attitude that allows students to self-regulate in their daily lives.

He described the environment dominated by algorithms and AI as akin to a car that only has an accelerator. He defined the ability to stop using technology, to question AI's answers rather than blindly trust them, and to maintain independent thought as the essence of digital citizenship. He concluded by emphasizing the teacher's role as a 'secondary brake' in guiding students from external control to gradual autonomy, establishing agreements for 'AI On Time (time to expand thinking)' and 'AI Off Time (time to create thoughts)' during lessons.