On June 28, at its annual conference in Orlando, Florida, the International Society for Transforming Education released an expanded version of its "Profile of an AI-Ready Graduate." The framework now identifies 30 specific skills organized around six roles the organization says K-12 students should adopt when working with artificial intelligence tools.
"Humans have always used tools to accomplish human tasks. AI is no different, but when we teach AI as a way to support us being better at being human, it is far more relevant and far more meaningful than when we just talk about what AI is," said Richard Culatta, CEO of the organization.
The six roles students need
The updated profile describes six roles students fill when using AI:
- Learner
- Researcher
- Synthesizer
- Problem Solver
- Connector
- Storyteller
Each role comes with a set of skills meant to help students use AI to support uniquely human tasks, not replace them. The new version of the framework was designed with support from the nonprofit Britebound.
From theory to classroom practice
The original framework, released a year ago, focused on basic technical understanding of AI. The expanded version adds role-by-role descriptions, classroom examples, and separate articulations for middle and high school. It is intended to layer onto work educators are already doing and complements the organization's existing student standards and Transformational Learning Principles.
The framework is available as a free download. For educators who want structured guidance on integrating AI into their teaching, the AI for Teachers Learning Path provides practical training mapped to classroom needs.
Why this matters for education professionals
The Profile of an AI-Ready Graduate gives K-12 teachers a concrete, role-based structure for designing lessons. Rather than discussing AI in the abstract, educators can use the six roles and 30 skills to plan activities where students learn to collaborate with AI as a researcher, a synthesizer, or a storyteller. The free download makes it possible to start integrating the framework into curriculum planning immediately, without waiting for district-level policy changes.
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