As AI technology represents a new subject area for K–12 schools worldwide, there is a lack of historical knowledge for governments, schools and teachers to draw from in defining AI competencies and designing AI curricula. This mapping exercise analyses existing AI curricula with a specific focus on the curriculum content and learning outcomes, and delineates development and validation mechanisms, curriculum alignment, the preparation of learning tools and required environments, the suggested pedagogies, and the training of teachers. Key considerations are drawn from the analysis to guide the future planning of enabling policies, the design of national curricula or institutional study programmes, and implementation strategies for AI competency development.
Scope of the mapping
UNESCO is investigating the current practices of developing and implementing AI curricula in primary and secondary school education from a global perspective. ‘AI curricula’ in this study refers to structured programmes of learning on AI-related topics that: 1) are endorsed by either national or regional governments; and 2) target learners in general school education from kindergarten to grade 12. This study does not cover AI curricula designed for specialized technical and vocational education and training (TVET) institutions, higher education institutions, or informal learning opportunities.