3.4 DUAL.AI.TEACHer Learning Objectives

Competency

LEVEL I

Orientational Awareness

LEVEL II

Reflective Implementation

LEVEL III

Transformative Leadership

Teachers can ensure human oversight and learner agency in AI-supported processes for selecting, creating, and evaluating digital resources.

Teachers can summarise how AI tools can supportof the selection,eighteen creation,competencies customisation,identified, anda managementset of digital resources, including which steps require human oversight and pedagogical judgement.

Teachers can recognise typical quality criteria for AI-generated or AI-enhancedspecific learning materials,objectives includinghas thebeen indicators that signal when a resource needs human review.

Teachers can interpret how learner agency and autonomy can be preserved or undermined by AI-generated or AI-personalised resources, including when learners should be involved in decisions about resource use.

Teachers can implement AI-generated or AI-enhanced resources into their teaching context, in line with pedagogical and human-centred criteria.

Teachers can compare AI-based tools for creating and selecting digital resourcesdefined in order to choosetranslate the onecompetency bestinto suitedconcrete and practical outcomes. These learning objectives specify the knowledge, skills, and attitudes that teachers are expected to develop to achieve the corresponding competency, providing a specificmore instructionaldetailed purpose.

Teachers can implement waysdescription of involvingwhat learnersmastering that competency entails in practice. 

By breaking down each competency into clearly defined learning objectives at different levels, the evaluationDUAL.AI.TEACHer Framework facilitates its practical application in professional development, training design, and useself-assessment, ofoffering AI-enhancededucators resourcesa thatconcrete strengthenblueprint learnerfor agencyprogressively building and pedagogical quality.

Teachers can plan workflows for the AI-supported creation and curation of digital resources that embed human oversight, learner voice, and pedagogical accountability as standard practice, and share them with colleagues.

Teachers can generate quality criteria, review protocols, or guidance documents for AI-enhanced resources and disseminate them withindemonstrating their team,AI-related school, or wider professional community.competencies

Teachers can plan collaborative practices that transform how AI-enhanced digital resources are produced, shared, and improved across the educational community.