{"id":36214,"date":"2026-09-01T08:31:37","date_gmt":"2026-09-01T06:31:37","guid":{"rendered":"https:\/\/www.licialandi.com\/wp_it\/?p=36214"},"modified":"2026-09-01T08:31:37","modified_gmt":"2026-09-01T06:31:37","slug":"ai-literacy-framework-ocse-ue","status":"publish","type":"post","link":"https:\/\/www.licialandi.com\/wp_it\/ai-literacy-framework-ocse-ue\/","title":{"rendered":"AI Literacy: cosa dovranno imparare gli studenti secondo OCSE e UE"},"content":{"rendered":"
\t\t\t

Il framework AILit pubblicato in giugno da OCSE e Commissione Europea, che ho analizzato nell\u2019articolo pubblicato il 27 agosto su Agenda Digitale \u201cAI Literacy: cosa dovranno <\/a>imparare gli studenti secondo OCSE e UE<\/a>\u201d, solleva una questione di fondo: che cosa intendiamo davvero per AI literacy?<\/p>\n

Mentre il dibattito internazionale continua a trattarla come se designasse un\u2019unica competenza omogenea, in realt\u00e0, l\u2019AI literacy finisce per ricomprendere traguardi cognitivamente molto distanti, dalla capacit\u00e0 di leggere criticamente l\u2019output di un sistema fino a quella di intervenire sulla progettazione tecnica di un modello.<\/p>\n

A ci\u00f2 si aggiunge un secondo nodo, che riguarda il rapporto con il DigComp 3.0, che il nuovo framework dichiara di voler completare senza, per\u00f2, offrire una mappatura esplicita tra le proprie diciannove competenze e le cinque aree gi\u00e0 codificate.<\/p>\n

Nell\u2019articolo ho provato a tenere insieme questi due piani, quello della tenuta concettuale della definizione e quello della sua traducibilit\u00e0 pedagogica, senza pretendere di sciogliere la tensione ma segnalandola con l\u2019attenzione e precisione che un documento di questa portata merita.<\/p>\n

\"Studenti<\/a>
Il nuovo framework concettuale sull’AI Literacy solleva importanti sfide pedagogiche per la scuola.<\/figcaption><\/figure>\n<\/div>\n\t\t<\/div><\/div><\/div><\/div> ","protected":false},"excerpt":{"rendered":"

Il framework AILit pubblicato in giugno da OCSE e Commissione Europea, che ho analizzato nell\u2019articolo pubblicato il 27 agosto su […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3819],"tags":[3826,3988,2319,3943,3995,3996,3842,3921,3612,4004,680,2253],"class_list":["post-36214","post","type-post","status-publish","format-standard","hentry","category-articoli-del-blog","tag-alliandformazione","tag-agenda-digitale","tag-ai","tag-ai-literacy","tag-ailit","tag-commissione-europea","tag-competenze-digitali","tag-digcomp-3-0","tag-digcompedu","tag-framework","tag-licialandi","tag-ocse"],"yoast_head":"\nAI Literacy per gli Studenti: Analisi del Framework OCSE-UE - Licia Landi's Website<\/title>\n<meta name=\"description\" content=\"Cosa intendiamo per AI Literacy? 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