University of Canterbury Develops Framework to Teach Critical Thinking About AI, Not Just Tool Use
A new AI literacy framework from the University of Canterbury shifts how schools should teach artificial intelligence-away from button-pushing tutorials and toward questions about whether AI should be used at all.
The Scaffolded AI Literacy (SAIL) framework, developed by Professor Kathryn MacCallum and experts across education, industry, and computer science, distinguishes between knowing how to operate AI tools and understanding when to use them. MacCallum said the framework is not designed to encourage more AI adoption.
"AI literacy is often mistaken for knowing how to use tools such as ChatGPT, but SAIL asks people to think more critically," MacCallum said. "We get so narrow, we just talk about which button to press. I want to talk about whether we should be pressing that button in the first place."
Three pillars guide the framework
SAIL builds literacy through three components: understanding key AI concepts, developing practical tool skills, and considering AI citizenship-the responsibilities that accompany using AI.
The citizenship aspect reflects a core principle: AI is not neutral. Learners need to understand its wider impacts, both beneficial and harmful.
"AI can be used for good, but there are also risks we need to understand and respond to," MacCallum said.
Design includes Indigenous and Pacific perspectives
The development team deliberately included MΔori and Pacific voices from the start. MacCallum said this ensured the framework reflected multiple perspectives rather than a single technical viewpoint.
Unlike some AI literacy models, SAIL is scaffolded across levels, allowing people to build understanding over time. It uses one framework for both students and teachers instead of separate versions.
The framework is flexible enough to work across ages, contexts, education levels, and disciplines. MacCallum noted that AI literacy can be taught to kindergarten children-the depth and application simply change based on context.
Practical applications in schools and universities
The framework is already available to schools and tertiary institutions. At the University of Canterbury, SAIL has informed new short courses and a Master of AI and Education program.
MacCallum is working with the Ministry of Education on how AI literacy fits into curriculum changes and supporting the Education Review Office's research on AI use in schools.
Assistive technology requires different thinking
One area where critical judgment matters most is assistive technology. Many assistive tools now use AI, but the question isn't whether to adopt them-it's how to use them properly.
"A lot of the assistive technologies are AI based. We need to think about AI as a supporting tool, not a replacement tool," MacCallum said.
For educators, this means helping students understand when AI supports learning and when it substitutes for it. The AI Learning Path for Teachers offers guidance on integrating these concepts into teaching practice.
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