Published: 2025-12-30

AI Competences of Polish Teachers: Competence Gap, International Standards and Directions for Development

Małgorzata Skibińska

Abstract

This article analyses three key frameworks for teachers’ competences in the field of digital technologies and artificial intelligence: DigCompEdu, the AI Pioneers Supplement and the UNESCO AI Competency Framework for Teachers. The aim of the study is to identify convergences and divergences between AI competency frameworks for teachers, as well as to indicate directions for the evolution of national education systems. A qualitative comparative analysis of documents was used, supported by interpretations from Polish diagnostic reports (including NASK, PARP, PAN) and research reports on the AI competencies of Polish teachers. It was shown that the classic DigCompEdu does not cover the specifics of contemporary AI tools, while the newer frameworks – European and UNESCO – extend the scope to include ethics, algorithmic awareness, critical data evaluation and pedagogical applications of AI. The conclusions suggest integrating these frameworks into national policy, including systemic training, school guidelines and competence monitoring, to prepare teachers for the responsible use of AI in education. The article emphasises the need to adapt international standards to national realities.

Keywords:

artificial intelligence, teachers' digital competences, AI literacy, AI competences, DigCompEdu, UNESCO Competence Framework, AI Pioneers Supplement

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Citation rules

Skibińska, M. (2025). AI Competences of Polish Teachers: Competence Gap, International Standards and Directions for Development. International Journal of Pedagogy, Innovation and New Technologies, 12(2), 84–93. https://doi.org/10.71358/ijpint.2647

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