Teach foundational AI competencies with low-tech analogies and contextually relevant activities where technology access is limited¶

Strategy · All strategies
Evidence · no claims cited

Description¶

This strategy responds to first-level digital divide constraints by teaching foundational AI literacy competencies without requiring full technology access. The article states that while "The SAIL framework cannot directly solve these infrastructural issues, but its design ensures some inclusivity - many of the foundational competencies can be taught with low-tech analogies and contextually relevant activities." Building AI literacy even in limited-access contexts is presented as a way to prevent the divide between those who have and those who have not from widening. Culturally relevant examples and accessible language support the same inclusivity goal.

Design Implications¶

Context¶

Requirements¶

• Educators adapt delivery with analogies, culturally relevant examples, and accessible language suited to their learners' contexts.

Constraints¶

• Applies to foundational competencies; the article does not claim advanced levels can be taught without technology access.

Target Learners¶

• Learners in contexts with limited technology access or infrastructure

Target Learning Goals¶

• Foundational AI concepts and awareness despite limited access to devices and connectivity

Related Strategies¶

• Consider Socio-Cultural Factors
• Address Digital Literacy
• Design adult-learning ed-tech with short lessons, visualizations, mobile-first simplicity, and contextualized integrated content

Examples¶

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Key Sources¶

• MacCallum K., Parsons D. & Mohaghegh M. (2026). The Scaffolded AI Literacy (SAIL) Framework: Results of a Delphi Study for Equitable AI Literacy Framework Design in Education. Computers and Education: Artificial Intelligence. https://doi.org/10.1016/j.caeai.2026.100584