AI technology can help with language learning, but it also brings some problems. These include bias, mistakes made by AI (“hallucinations”), over dependence on AI and cognitive offloading, harm to the environment, and issues related to language representation, privacy, safety, copyright, and equal access (Saumell & Albarracin, 2026). Because of this, AI literacy is now something teachers need to help their students develop in class.
Why AI Literacy matters
AI literacy means having the knowledge, skills, and attitudes to use AI safely, effectively, and responsibly, understand how AI works and can be used in ways that help both themselves and society (AI literacy in the Cambridge Life Competencies Framework, 2026).
The development of AI literacy is equally important for learners and teachers. Developing AI literacy can help teachers in two ways: to make use of AI-based technologies themselves (in an ethical and responsible way) and to be able to develop these skills in their learners.
It’s not a good idea for young learners to use AI directly. However, AI literacy activities work well for every age group, from preschool to university. Even young children can learn to recognise AI content, use AI tools to make things, and learn how to stay safe online. Teachers can encourage discussion and show students how to use AI responsibly.
Getting started with AI literacy in the classroom
Developing AI literacy may be easier than it seems. Understanding how AI works is the first step to understand why it sometimes gets things wrong. An introductory activity for teenagers to learn about AI and how it works is “Generative AI is like a …” from the Cambridge Life Competencies Framework Activity Cards for teenagers (2026).
A similar introductory activity for young learners is “AI detectives” from the Cambridge Life Competencies Framework Activity Cards for young learners (2026), which asks learners to look for AI in everyday technology and discuss how it works.
AI literacy and the Cambridge Life Competencies Framework
These activities are part of the Cambridge Life Competencies Framework Activity Cards, a collection of practical classroom activities based on the Cambridge Life Competencies Framework (2026), which has been updated to include AI literacy, mostly within Digital Literacy, one of the three Foundation Layers that support and strengthen the framework’s competencies.
In the Learning to Learn competency, which focuses on learners’ development of skills to support and take control of their learning, skills such as using AI to search for and organise information, using AI-based tools for specific purposes and collaborating effectively with AI as a tool to expand and complement human skills, are practical ways of using AI that can support learning.
Regarding Collaboration, where learners develop their ability to work well together in groups through actively taking part in group activities, listening to
others, sharing tasks, and finding solutions to problems, understanding issues of data privacy when using AI-based technology and taking responsibility for the content they create are important.
Critical Thinking, where learners need to identify patterns and relationships, evaluate ideas, and use these skills to solve problems, is a key area where AI literacy needs to be developed. Evaluating AI outputs critically (e.g. checking for hallucinations, detecting bias, deciding if they are suitable for the task) is essential but is only possible when learners understand how different types of AI work.
Creative Thinking, which expects learners to actively participate in creative activities, generate new ideas, and use them to solve problems, and
Communication, which focuses on the learners’ choice of the most appropriate language to use in different situations, and clear and confident expression, also benefit greatly from AI literacy. Developing the skills to create and improve AI outputs without over relying on AI and losing control over their ideas and personal voice is a must.
Even within the Social Responsibilities competency, which requires learners to recognise and describe different roles and responsibilities in a variety of groups and understand cultural and global issues, understanding ethical debates and the effects of AI on society, such as the environmental impact, job losses, fairness and human autonomy, are necessary to make ethical and responsible choices about AI.
An activity for adults to discuss how to stay safe online and when using AI is “Digital reputation”, where they analyse digital communication and its effect on online identity and digital reputation.
Helping learners succeed in an AI-driven world
Nowadays, teachers are expected to play many different roles and deal with many issues that go beyond language itself. Bringing AI literacy into the language classroom is in line with the purpose of education: to help people to develop the knowledge, critical thinking, and skills necessary to take an active part in society and have successful careers. The Cambridge Life Competecies Framework, its booklets, such as the AI literacy one, and the activity cards are helpful resources to help teachers meet these expectations through clear frameworks, examples and activities.
So, what’s your next step in building AI literacy in your classroom? You might start by exploring one of the activity cards with your students. And if you’re curious about how AI can support your own growth as a teacher, take a look at our related post: Can you use GenAI as a tool for teacher development?
Resources
Lodge, J. M. & Loble, L. (2026). Artificial intelligence, cognitive offloading and implications for education. University of Technology Sydney, doi:10.71741/4pyxmbnjaq.31302475.
Saumell, V. & Albarracin, B. (2026) AI in ELT. Pavilion ELT.