Htqe.2025.12

https://doi.org/10.22364/htqe.2025.12 | 159-174 | PDF

Mapping AI Competencies in Educational Policy Documentation

Ieva Tenberga¹, Anna Ansone¹
¹University of Latvia, Faculty of Education Sciences and Psychology, Latvia

Abstract
Artificial intelligence (AI) is transforming education worldwide, and its integration into educational frameworks is critical for preparing future generations. This research examines the representation of AI-related competencies and skills in educational policy documentations (guidelines, frameworks, visions, recommendations, etc.), focusing on their scope, depth, and implementation. The research systematically maps selected educational policy documents from Organisation for Economic Co-operation and Development (OECD) countries to identify key categories of AI-related competencies, such as technical, ethical, and usage domains, and assesses their practical guidance for educational integration. The study employs a systematic mapping methodology, enabling a detailed analysis of these frameworks to identify patterns and trends in how AI-related competencies are conceptualised and prioritised. The findings highlight notable differences in how AI competencies are included and described, emphasising certain areas while revealing potential gaps in representation across policy documentation. This analysis offers insights into the alignment of AI education initiatives with broader societal and technological needs, providing a foundation for policy recommendations aimed at enhancing AI competency development in education. By addressing these differences, the research underscores the importance of harmonising approaches to ensure equitable access to AI education and consistent development of critical competencies across nations. The study contributes to the growing importance of AI in education by addressing a critical gap in understanding how national policy documentation prioritises and supports AI-related competencies. Its findings can be relevant for policymakers, educators, and researchers striving to prepare students for an AI-driven future.

Keywords: AI competencies, AI education policy, AI literacy development, artificial intelligence education, competency mapping, educational frameworks

In: Human, Technologies and Quality of Education, 2025. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2025. Rakstu krājums.  Ed. L. Daniela. Riga: University of Latvia, 2025. 698 p.
ISBN 978-9934-36-461-7 
https://doi.org/10.22364/htqe.2025