{"id":2581,"date":"2025-01-15T14:41:31","date_gmt":"2025-01-15T13:41:31","guid":{"rendered":"https:\/\/wp.unil.ch\/iaunil\/ai-skills-a-strategic-priority-for-higher-education\/"},"modified":"2026-04-20T14:25:15","modified_gmt":"2026-04-20T12:25:15","slug":"ai-skills-a-strategic-priority-for-higher-education","status":"publish","type":"post","link":"https:\/\/wp.unil.ch\/iaunil\/en\/ai-skills-a-strategic-priority-for-higher-education\/","title":{"rendered":"Training for AI skills: a strategic challenge for higher education today"},"content":{"rendered":"\n
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What skills are needed to engage meaningfully with artificial intelligence? Inspired by UNESCO\u2019s competency framework, this article presents two complementary grids designed to guide both students and educators in progressively acquiring the knowledge, skills, and attitudes related to AI. From critical thinking to system design, and including ethical considerations, these competencies aim to foster responsibility, innovation, and pedagogical transformation. An essential resource for rethinking education in the algorithmic age. <\/p>\n<\/div>\n\n

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Developing students’ AI skills<\/h2>\n\n\n\n
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Le d\u00e9veloppement des comp\u00e9tences IA chez les \u00e9tudiant\u00b7e\u00b7s est essentiel pour leur permettre de naviguer et de r\u00e9ussir dans un monde o\u00f9 ces technologies sont omnipr\u00e9sentes. Selon le r\u00e9f\u00e9rentiel de l\u2019UNESCO, ces comp\u00e9tences se r\u00e9partissent en quatre domaines cl\u00e9s qui refl\u00e8tent \u00e0 la fois une sensibilisation \u00e9thique et une approche technique. Elles visent \u00e0 renforcer leur pens\u00e9e critique, leur compr\u00e9hension des concepts techniques et leur capacit\u00e9 \u00e0 concevoir des syst\u00e8mes innovants. Ces comp\u00e9tences doivent \u00eatre introduites de mani\u00e8re progressive, en passant d\u2019une sensibilisation initiale \u00e0 une application pratique et cr\u00e9ative.<\/p>\n<\/div>\n\n\n\n

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  1. Mentalit\u00e9 centr\u00e9e sur l\u2019humain<\/strong> D\u00e9velopper une approche critique face \u00e0 l\u2019IA est une comp\u00e9tence cl\u00e9. Les \u00e9tudiant\u00b7e\u00b7s doivent apprendre \u00e0 \u00e9valuer si une solution bas\u00e9e sur l\u2019IA est r\u00e9ellement b\u00e9n\u00e9fique pour les individus et la soci\u00e9t\u00e9.\n
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    • Exemple pratique<\/strong> : Un atelier peut inviter les \u00e9tudiant\u00b7e\u00b7s \u00e0 analyser des applications d\u2019automatisation (comme les chatbots dans le service client) et \u00e0 d\u00e9battre de leur impact sur les emplois et les relations humaines.<\/li>\n<\/ul>\n<\/li>\n\n\n\n
    • AI Ethics<\/strong> : Ethical issues related to AI\u2014such as privacy and bias\u2014should be addressed from an early age. This includes the ability to identify and critically assess problematic practices. \n
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      • Exemple pratique<\/strong> : Les \u00e9tudiant\u00b7e\u00b7s pourraient travailler sur un sc\u00e9nario o\u00f9 ils identifient les implications \u00e9thiques d\u2019un syst\u00e8me de reconnaissance faciale dans une \u00e9cole, puis proposer des solutions alternatives respectueuses des droits individuels.<\/li>\n<\/ul>\n<\/li>\n\n\n\n
      • AI Techniques and Applications<\/strong> Understanding how algorithms work and how data is used is crucial for interacting intelligently with AI tools.\n
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        • Exemple pratique<\/strong> : \u00c0 travers un exercice pratique, les \u00e9tudiant\u00b7e\u00b7s pourraient programmer un mod\u00e8le simple avec Scratch ou Python pour comprendre comment une IA apprend \u00e0 partir des donn\u00e9es.<\/li>\n<\/ul>\n<\/li>\n\n\n\n
        • Designing AI Systems<\/strong> Thinking about the design and optimization of AI systems requires both a systemic and creative approach.\n
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          • Applied example<\/strong> : As a project, students could design a basic prototype aimed at solving a real-world problem\u2014for example, a recommendation system that suggests books tailored to users\u2019 interests.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/div>\n\n
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            Summary of key skills<\/h3>\n\n\n\n
            Area of expertise<\/strong><\/td>Description<\/strong><\/td>Applied example<\/strong><\/td><\/tr>
            Human-centred mindset<\/strong><\/td>Develop critical thinking skills and evaluate the appropriateness of using AI in various contexts.<\/td>Analyse the impact of automation on jobs using real-life examples.<\/td><\/tr>
            AI Ethics<\/strong><\/td>Understand the ethical dilemmas associated with AI, such as bias, privacy, and sustainability.<\/td>Discuss the controversies surrounding facial recognition and propose solutions.<\/td><\/tr>
            Techniques and applications<\/strong><\/td>Acquire knowledge about how algorithms work and how AI models are trained.<\/td>Introduce students to programming a simple model using Scratch or Python.<\/td><\/tr>
            Designing AI Systems<\/strong><\/td>Think systemically to design, test, and optimise AI systems tailored to specific problems.<\/td>Think systemically to design, test, and optimise AI systems tailored to specific problems.
            Develop a prototype to solve a specific problem using accessible tools.<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div>\n\n
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            Developing teachers’ AI skills<\/h2>\n\n\n\n
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            Pour accompagner les \u00e9tudiant\u00b7e\u00b7s dans leur apprentissage de l\u2019IA, les enseignants eux-m\u00eames doivent d\u00e9velopper des comp\u00e9tences sp\u00e9cifiques. Ces comp\u00e9tences vont au-del\u00e0 de la simple compr\u00e9hension des outils IA pour inclure une r\u00e9flexion critique, une capacit\u00e9 d\u2019application p\u00e9dagogique et une volont\u00e9 d\u2019innovation. Le cadre propos\u00e9 par l\u2019UNESCO identifie plusieurs aspects cl\u00e9s, chacun d\u00e9clin\u00e9 en niveaux de progression pour guider les enseignants dans leur formation.<\/p>\n<\/div>\n\n\n\n

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            Before diving into the framework, it\u2019s important to understand the underlying logic. Teachers must first master the basics\u2014such as evaluating the impact of AI on their own subject area. They can then deepen their understanding by exploring specific educational use cases. Ultimately, they should be able to design and innovate by integrating AI in advanced ways into their teaching and collaborative practices. <\/p>\n\n\n\n

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            1. Mentalit\u00e9 centr\u00e9e sur l\u2019humain<\/strong> Cette comp\u00e9tence vise \u00e0 cultiver une pens\u00e9e critique sur l\u2019impact des syst\u00e8mes d\u2019IA et \u00e0 encourager les \u00e9tudiant\u00b7e\u00b7s \u00e0 r\u00e9fl\u00e9chir sur l\u2019ad\u00e9quation de leur utilisation.\n
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              • Exemple pratique<\/strong> : Organiser un atelier o\u00f9 les \u00e9tudiant\u00b7e\u00b7s analysent les cons\u00e9quences de l\u2019automatisation sur les emplois ou la vie quotidienne, en utilisant des exemples r\u00e9els ou des outils d\u2019IA simul\u00e9s.<\/li>\n<\/ul>\n<\/li>\n\n\n\n
              • \u00c9thique de l\u2019IA<\/strong> Les \u00e9tudiant\u00b7e\u00b7s doivent comprendre les dilemmes \u00e9thiques associ\u00e9s \u00e0 l\u2019utilisation de l\u2019IA, notamment sur des sujets comme la confidentialit\u00e9, les biais ou la durabilit\u00e9.\n
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                • Applied example<\/strong>: Study controversial use cases of AI (e.g., facial recognition) to discuss ethical issues and propose solutions that respect human rights.<\/li>\n<\/ul>\n<\/li>\n\n\n\n
                • Techniques et applications de l\u2019IA<\/strong> Les connaissances op\u00e9rationnelles, telles que le fonctionnement des algorithmes ou la formation des mod\u00e8les d\u2019IA, permettent aux \u00e9tudiant\u00b7e\u00b7s d\u2019interagir de mani\u00e8re inform\u00e9e avec ces technologies.\n
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                  • Exemple pratique<\/strong> : Utiliser des outils accessibles comme Scratch ou Python pour initier les \u00e9tudiant\u00b7e\u00b7s \u00e0 la programmation basique d\u2019un mod\u00e8le d\u2019IA.<\/li>\n<\/ul>\n<\/li>\n\n\n\n
                  • Designing AI Systems<\/strong> This field teaches how to approach the design, testing, and optimization of AI systems by adopting a systems thinking approach.\n
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                    • Exemple pratique<\/strong> : Proposer un projet o\u00f9 les \u00e9tudiant\u00b7e\u00b7s d\u00e9finissent un probl\u00e8me \u00e0 r\u00e9soudre par un syst\u00e8me d\u2019IA et \u00e9laborent un prototype simplifi\u00e9.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n\n\n\n

                      Ces comp\u00e9tences doivent \u00eatre d\u00e9velopp\u00e9es de mani\u00e8re progressive pour permettre aux \u00e9tudiant\u00b7e\u00b7s d\u2019acqu\u00e9rir des bases solides tout en construisant leur capacit\u00e9 \u00e0 appliquer et \u00e0 cr\u00e9er des solutions en IA.<\/p>\n<\/div>\n\n

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                      Summary of key skills<\/h3>\n\n\n\n
                      Aspect<\/strong><\/td>Description<\/strong><\/td>Level: Acquire<\/strong><\/td>Level: Deepening Understanding<\/strong><\/td>Level: CreateLevel: Create<\/strong><\/td><\/tr>
                      Human-centred mindset<\/strong><\/td>Promote a critical and humanistic approach to AI.<\/td>Understanding AI impacts on education.<\/td>Analyse human-AI interactions in various educational contexts.<\/td>Designing human-centred educational models that integrate AI.<\/td><\/tr>
                      AI Ethics<\/strong><\/td>Integrate ethical principles into the use of AI tools.<\/td>Identify ethical dilemmas related to AI.<\/td>Evaluate and adapt AI tools to educational values.<\/td>Contribute to the development of ethical rules tailored to teaching.<\/td><\/tr>
                      Foundations and applications<\/strong><\/td>Understanding and applying the basic concepts of AI in teaching.<\/td>Apply validated AI tools in specific activities.<\/td>Integrate advanced techniques to meet educational needs.<\/td>Create and customise AI tools for innovative educational applications.<\/td><\/tr>
                      Teaching methods engaging AI<\/strong><\/td>Develop educational strategies to integrate AI into teaching.<\/td>Use AI to support lesson preparation.<\/td>Design educational activities using appropriate AI tools.<\/td>Transforming teaching practices through advanced AI integration.<\/td><\/tr>
                      Professional development<\/strong><\/td>Using AI for continuing education and professional collaborations.<\/td>Discover AI tools for your own training.<\/td>Using AI to collaborate and exchange teaching practices.<\/td>Designing AI-based continuing education programmes.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                      Drawing on UNESCO\u2019s AI competency framework for teachers, this table outlines how specific skills can be developed through three stages of progression: acquiring foundational knowledge, deepening understanding, and engaging in creative application.<\/p>\n<\/div>\n\n

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                      \n","protected":false},"excerpt":{"rendered":"

                      In response to the generalisation of AI, this article puts forward frameworks to develop a critical, progressive and creative appropriation by the students as well as by the teachers.<\/p>\n","protected":false},"author":108,"featured_media":3286,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_seopress_robots_primary_cat":"","_seopress_titles_title":"","_seopress_titles_desc":"","_seopress_robots_index":"","footnotes":""},"categories":[23],"tags":[],"class_list":{"0":"post-2581","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-education-en"},"_links":{"self":[{"href":"https:\/\/wp.unil.ch\/iaunil\/en\/wp-json\/wp\/v2\/posts\/2581","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wp.unil.ch\/iaunil\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/wp.unil.ch\/iaunil\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/wp.unil.ch\/iaunil\/en\/wp-json\/wp\/v2\/users\/108"}],"replies":[{"embeddable":true,"href":"https:\/\/wp.unil.ch\/iaunil\/en\/wp-json\/wp\/v2\/comments?post=2581"}],"version-history":[{"count":5,"href":"https:\/\/wp.unil.ch\/iaunil\/en\/wp-json\/wp\/v2\/posts\/2581\/revisions"}],"predecessor-version":[{"id":3988,"href":"https:\/\/wp.unil.ch\/iaunil\/en\/wp-json\/wp\/v2\/posts\/2581\/revisions\/3988"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/wp.unil.ch\/iaunil\/en\/wp-json\/wp\/v2\/media\/3286"}],"wp:attachment":[{"href":"https:\/\/wp.unil.ch\/iaunil\/en\/wp-json\/wp\/v2\/media?parent=2581"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/wp.unil.ch\/iaunil\/en\/wp-json\/wp\/v2\/categories?post=2581"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/wp.unil.ch\/iaunil\/en\/wp-json\/wp\/v2\/tags?post=2581"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}