University of Canterbury’s SAIL Framework Rethinks AI Literacy in Education

A new framework developed through University of Canterbury-led research is encouraging schools and tertiary institutions to take a broader and more critical approach to artificial intelligence literacy.

The Scaffolded AI Literacy framework, known as SAIL, is designed to help learners and educators understand not only how artificial intelligence tools work, but also when, why and whether they should be used.

The work is led by Professor Kathryn MacCallum from the University of Canterbury’s School of Leadership and Professional Practice. Rather than treating AI literacy as simply the ability to operate tools such as ChatGPT, the framework places greater emphasis on critical judgement, informed decision-making and the wider responsibilities associated with AI use.

SAIL brings together several areas of AI literacy, including understanding key concepts, developing practical skills and considering AI citizenship. This includes recognising that AI technologies are not neutral and that their use can involve social, ethical and educational risks as well as potential benefits.

The framework was developed with input from specialists in education, industry and computer science. Māori and Pacific perspectives were also incorporated to ensure that the framework reflects a wider range of communities and experiences within Aotearoa New Zealand.

A key feature of SAIL is its scaffolded structure. The same overall framework can be adapted for different ages, disciplines and learning environments, allowing learners to develop a deeper understanding of AI over time. It is intended for both students and educators rather than treating teacher and learner AI literacy as separate areas.

Professor MacCallum has also been engaging with the Ministry of Education on the place of AI literacy within current curriculum developments and supporting Education Review Office research into the use of AI in schools.

The research reflects a growing shift in education from teaching people simply how to use AI tools towards helping them make informed choices about when AI is appropriate, when it is not, and how it can support learning without replacing human judgement.

Source: University of Canterbury, “New research helps rethink AI literacy in education”, published 2 June 2026.

Original article: Read the full article on the University of Canterbury website.