Curriculum
The curriculum domain integrates digital literacy, AI literacy and ethical reasoning across the system. It protects foundational literacy and numeracy as the enabling condition for any meaningful AI use and applies age-appropriate restrictions for the youngest learners.
Caribbean context
AI fluency cannot substitute for foundational literacy. Premature AI exposure for very young learners risks displacing the human-mediated learning that early development depends on.
7 provisions in this domain
- Full policy statement
A regional Digital and AI Literacy Framework defines learning outcomes from Early Childhood through Secondary, covering digital fluency, AI literacy, critical evaluation, ethics, creative authorship and online safety.
A Caribbean scenario
A teacher introduces a unit asking students to compare a human-written and AI-generated essay on a Caribbean novel. Students evaluate accuracy, cultural relevance and voice. The lesson teaches literary analysis, AI literacy and critical reasoning at once.
Responsibility matrix
- •Maintain the Digital and AI Literacy Framework
- •Curate exemplar units adapted to Caribbean contexts
Preconditions for implementation
Where to start
- 01Adopt the regional Digital and AI Literacy Framework
- 02Embed AI ethics and critical evaluation modules from upper Primary onward
- 03Confirm the prohibition on direct AI instruction for ages 3–8
What progress looks like
- Digital and AI literacy outcomes appear in national curriculum documents
- Foundational literacy and numeracy do not decline as digital tools are introduced
- Teachers report confidence delivering AI literacy content
Likely risks and practical responses
MitigationUse the curriculum review cycle to substitute, not stack. Identify content that AI literacy can replace.
MitigationAnchor AI literacy in critical evaluation, ethics and creative authorship rather than vendor tutorials.
What this domain looks like in the roadmap
- RI-B01NowEstablish the Caribbean Digital and AI Competency FrameworkDefine the core digital and AI competencies learners should develop across education levels, including critical use, creativity, ethics, safety, information literacy and responsible participation.
- RI-B02NowDevelop age-appropriate competency progression guidanceTranslate the competency framework into clear progression expectations for early childhood, primary, secondary and post-secondary education.
- RI-B03NowDevelop national curriculum alignment plansMap digital and AI competencies, foundational mathematics and literacy, and responsible technology use across existing subjects, grade levels and learning outcomes.
- RI-B04NextIntegrate digital and AI competencies across subjectsEmbed approved competencies across language, mathematics, science, social studies, TVET, arts and other subjects rather than treating them as a standalone course.
- RI-B05NextDevelop Caribbean-contextualised digital and AI learning resourcesDevelop, adapt and curate accessible learning resources, examples, case studies and datasets that reflect Caribbean culture, language, geography, industries and development priorities.
- RI-B06NextEstablish curriculum guidance on misinformation and synthetic mediaIntegrate source evaluation, misinformation, manipulated media, synthetic content and responsible online participation into age-appropriate curriculum guidance.
- RI-B07NowEstablish accessibility requirements for digital curriculum resourcesRequire digital curriculum resources and AI-supported learning materials to meet accessibility and assistive-technology requirements for learners with disabilities.
- RI-B08LaterEstablish curriculum review and renewal cycleReview curriculum guidance periodically to reflect emerging technologies, implementation evidence, labour-market needs and Caribbean development priorities.
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