Section 1.5 · Figure 1, page 9

The MOE AI Literacy Framework

Four interlocking domains. Everything else in the policy — the practices, the principles, the rollout — hangs off these.

DOMAIN 1

AI Governance

Tadbir Urus AI

Ensures AI use aligns with law, policy and humanitarian principles. Covers risk management and data security, creating a safe, orderly and controlled digital environment.p.10

5 provisions →

DOMAIN 2

Teaching and Learning

Pengajaran dan Pembelajaran (PdP)

Strategic AI integration to enrich learning and cultivate Higher Order Thinking Skills. AI as a pedagogical facilitator making learning more engaging, meaningful and personalised.p.11

5 provisions →

DOMAIN 3

Lifelong Learning

Pembelajaran Sepanjang Hayat (PSH)

Continuous competency building — a culture of lifelong learning and proactive adaptation for both educators and students.p.12

4 provisions →

DOMAIN 4

AI Ethics

Etika AI

Ethical compliance, data security and academic responsibility in every AI interaction. Character and integrity building — a moral compass for every action.p.13

5 provisions →

Chapter 3 · pages 22–25

Three foundations

Knowledge is what you know, skills are what you can do, attitudes are how you choose to act.

5 Knowledge Areas p.23

  • The nature of AI

    AI is a system using algorithms and data to generate output — it has no understanding or will like a human.

  • AI's capabilities and limits

    Knows AI's strengths (spotting patterns and trends) and weaknesses (lacks empathy, can make mistakes).

  • AI is changing the world of work

    AI automates some tasks and requires humans to build new skills.

  • AI reflects human choices

    AI systems are built by humans and can reflect their creators' bias or worldview.

  • AI's role in society

    How AI is used in critical systems such as health and finance, and the ethical implications that arise.

7 Core Skills p.24

  • (i) Critical Thinking

    Evaluate AI content and output for accuracy, reliability, appropriateness and potential bias; ensure information is authentic and poses no threat to social harmony or national security.

  • (ii) Problem Solving

    Assess a situation and make strategic decisions, using AI ethically to meet an objective.

  • (iii) Computational Thinking

    Break large, complex problems into smaller parts and give clear, logical, structured instructions to AI — i.e. prompt engineering.

  • (iv) Creativity

    Communicate and collaborate with AI through brainstorming to generate, combine, refine and develop original ideas.

  • (v) Communication

    Explain AI's role in a task transparently and accurately; avoid anthropomorphism — do not treat AI as if it has feelings or human traits.

  • (vi) Collaboration

    Work effectively with AI as a team member and with other people; divide labour wisely — data and pattern work to AI, empathy, ethics and strategy to humans.

  • (vii) Self & Social Awareness

    Recognise and reflect on how AI affects personal choices, emotions, interpersonal relationships and society as a whole.

5 Attitudes p.25

The guide calls these the “moral compass”.

  • (i) Responsible

    Think carefully about the consequences of AI use; committed to causing no harm.

  • (ii) Curious

    Eager to explore AI's capabilities, learn continuously and unafraid to experiment.

  • (iii) Innovative

    Always seeking ways to use AI to solve real-world problems and create something new.

  • (iv) Adaptable

    Flexible, adaptive and resilient when facing unexpected AI output; understands that interacting with AI is an iterative process.

  • (v) Empathetic

    Always considers the impact of AI use on all groups, especially those at risk or marginalised.

Where the framework came from

The framework was built from a review of 18 international models and guidelines, adapted to Malaysia.p.9

  1. 1

    Responsible AI in Education

    Flemish

  2. 2

    National AI Initiative Act

    United States

  3. 3

    The Era of Artificial Intelligence

    Finland

  4. 4

    Ethical Guidelines for AI in Education

    EU

  5. 5

    Guidelines on the Use of Generative AI

    Japan

  6. 6

    Guidelines on Generative AI in Primary & Secondary Education

    Japan

  7. 7

    Framework for Generative AI in Schools

    Australia

  8. 8

    Framework for Generative AI in Education

    South Korea

  9. 9

    AI Competency Framework for Teachers

    UNESCO

  10. 10

    AI Competency Framework for Students

    UNESCO

  11. 11

    Critical AI Literacy Framework

    Open University

  12. 12

    Beijing Consensus on AI and Education

    UNESCO

  13. 13

    Expert Group Final Report on AI and Data in Education

    EU

  14. 14

    AI and Education: Guidance for Policy-Makers

    UNESCO

  15. 15

    Guidance for Generative AI in Education

    UNESCO

  16. 16

    FAKTABAARI Guidelines

    Finland

  17. 17

    AI Governance and Ethics Guide

    ASEAN

  18. 18

    National Strategy

    Singapore

PART 1 · UNDERSTAND ITStep 3 of 10 · Ch.1.5 & 3 · pp.9–25
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