The Ministry of Education introduces a comprehensive framework of AI competencies for teachers and professional staff. The document sets expectations, defines key areas, and lays the groundwork for changes in professional standards as well as in higher education programmes for teacher training.
The Ministry of Education, Research, Development and Youth of the Slovak Republic has published the Framework of AI Competencies for Teachers and Professional Staff. With this step, it delivers on one of the milestones of the Plan for the Responsible Use of Artificial Intelligence in Education.
The new document provides a strategic foundation for how schools, teachers, and professional staff will approach the use of AI in practice.
A reference point for the entire system
The framework does not treat artificial intelligence as a technological add-on, but as a factor that fundamentally transforms learning, teaching, and the functioning of schools. It follows a clear logic by linking pedagogical, ethical, legal, and professional aspects of school staff work and creating a single reference point for the entire system.
The key to understanding the document lies in its architecture. The framework is built on three pillars: competency areas, progression levels, and concrete indicators of practice. Teachers therefore work with clearly defined development pathways rather than abstract concepts, progressing from basic orientation to the creation of innovative solutions.
The three levels – Acquisition, Deepening, and Creation – naturally reflect teachers’ professional growth and experience.
Five competency areas and three levels of progression
The framework divides AI competencies into five areas that cover the key situations teachers encounter in schools:
- human-centred thinking and wellbeing,
- ethics, law, and AI safety,
- understanding the fundamentals of how AI works,
- pedagogical and professional integration of AI into teaching and practice,
- the use of AI for professional development, administration, and change management in schools.
Each area is structured across three levels of progression: from basic orientation and safe use, through systematic integration of AI into practice, to innovation and methodological leadership. This structure builds on UNESCO recommendations and reflects the diverse needs of schools and staff.
Stronger emphasis on mental wellbeing
The framework is based on the principle that AI should support learning, not replace it. It emphasises critical thinking, reflection, and the teacher’s ability to maintain control over the pedagogical process.
At the same time, compared to UNESCO’s reference framework, it places greater emphasis on the risks associated with technology, such as impacts on mental health, dependency on digital tools, and the spread of inaccurate or misleading information.
The published document will have concrete systemic implications. The framework will gradually be reflected in professional standards for teachers and professional staff. It clearly defines expected competencies at different stages of a career and creates a foundation for their evaluation and further professional development.
It will also bring significant changes to the preparation of future teachers. Universities will need to adapt their study programmes so that graduates achieve at least the levels of Acquisition and Deepening. This includes not only technical understanding of AI, but also the ability to critically assess its outputs, address ethical issues, and use AI in a pedagogically meaningful way.
Conditions for systematic support to schools
The framework also creates the conditions for systematic support to schools. The ministry plans methodological guidance, training for teachers and professional staff, and pilot testing of different approaches. The goal is to ensure that schools adopt artificial intelligence safely, thoughtfully, and with a focus on the quality of learning.
The document is intended to remain a living tool. The ministry plans to update it regularly in line with technological developments and practical experience from schools. In practice, it establishes a foundation for the guided and responsible use of artificial intelligence in Slovak education.
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