The AI Fluency Framework: A Descriptive and Normative Model of Human-AI Interaction for Higher Education

The Framework for AI Fluency presented in this document has emerged from an ongoing research collaboration between Prof Rick Dakan (Professor of Creative Technologies, Ringling College of Art and Design, Florida), and Prof Joseph Feller (Professor of IS and Digital Transformation, Cork University Business School, University College Cork, Ireland), exploring the intersections between AI, creativity, cognition, innovation and learning.

The framework has also been informed by the ongoing design and delivery of student courses, as well as faculty seminars and workshops, at both institutions in the 2023/2024, 2024/2025, and 2025/2026 academic years.

This document presents an overview of the framework as a practical tool that is designed to support and inform discourse and practice in higher education on curriculum and assessment design, academic policy setting, student employability and career coaching, and similar topics in the context of AI and particularly generative AI digital disruption. Although primarily aimed at higher education, the framework in this form will also benefit other educational levels, and indeed organisations more widely addressing the challenges and opportunities of generative AI.

The Framework for AI Fluency describes the interconnected competencies needed to use AI in creative, innovative, and problem solving work. Rather than viewing AI merely as an efficiency engine, the framework recognises the potential for AI to act as an authentic thinking partner for doing meaningful cognitive work, while acknowledging that this potential can only be realised through the development and performance of specific human competencies.

The framework defines AI Fluency as the ability to work effectively, efficiently, ethically, and safely within emerging modalities of Human-AI interaction.