IEA INSIDER 2025
initiated and completed within a year of the public release of ChatGPT in November 2022. Artificial Intelligence in education and AI literacy will be specific focus areas for ICILS 2028. They will be integrated into all areas of the study. Student achievement in ICILS is measured through the tests of computer and information literacy (CIL) and computational thinking (CT). At the heart of these measures is the capacity of young people to reason with and about digital information and to solve problems using digital tools. ICILS has evolved across the cycles to remain coherent with the changing digital landscape, and in 2028 the core concepts of AI literacy will be integrated into the ICILS achievement measures, while remaining clearly visible and describable. The ICILS 2028 tests of CIL and CT will include measures of students’ capacities to use AI to generate content (such as through prompt creation and revision), to evaluate the relevance, veracity, and accuracy of AI outputs, and to understand and appreciate the ethical and social benefits, considerations and risks of AI use. They will be integrated seamlessly into the new content that is being developed.
ICILS 2028: Where Human Intelligence Meets Artificial Intelligence
BY JULIAN FRAILLON
AI is ubiquitous both implicitly and explicitly in our lives. When we complete an online search, many search engines proudly announce an offer of an AI overview of information relating to our search. Other applications offer AI summaries of documents and AI generated support when we create multimedia. We can choose to seek the assistance of chatbots or other AI interfaces to answer questions, write text, computer code, or to create multimedia. We also use AI applications, in many aspects of daily life, sometimes unwittingly or without choosing to. Social media and video streaming sites use AI algorithms to sort and recommend information for us to access, email systems use AI to sort and filter incoming messages, navigation and rideshare apps use AI support to plan routes and match drivers to riders, and banks use AI support to detect fraud and suspicious activities. In addition, AI technologies, and their capabilities are developing at an extraordinary pace. Taken together, the ubiquitous use and rapid growth of AI provide a compelling context, and evolving set of challenges for education. We are faced with questions about how education systems, schools, teachers and students will use AI in their work, but also about what young people need to know and understand about AI and AI use. In ICILS, beginning with ICILS 2023 and extending through ICILS 2028 and beyond, we are embracing this challenge. ICILS 2023 was the first international large-scale assessment to collect data on the use of AI in schools. This process was
“The ubiquitous use and rapid growth of AI provide a compelling
context, and evolving set of challenges for education.”
Furthermore, the ICILS 2028 questionnaires for students, teachers, ICT-coordinators, school principals, and national centers will all contain questions relating to AI and AI use. ICILS employs a conceptual model of students’ digital literacy, including AI literacy, developing within expanding spheres of influence. At the core is students’ personal and home contexts with influence extending to their schools situated within education systems. The ICILS 2028 questionnaires will include questions relevant to the use of AI by students within and outside of school as well as their experiences of using AI in education and their attitudes toward AI and AI use. Teachers and school leaders will answer questions about their uses of AI in their work, their attitudes toward AI and AI use, and of school approaches to supporting the use of AI in teaching and learning. National centers will provide
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