12 Critical Competencies for the AI world

As the boundaries of knowledge, employability, and citizenship shift ever more rapidly, educators are confronted with an urgent question: How can we assess and support the development of truly critical skills in the age of AI?

Over the past decade, a proliferation of frameworks have sought to address this, ranging from the World Economic Forum’s “21st Century Skills” and the OECD Learning Compass 2030, to Nesta’s Future Skills and AAC&U’s VALUE Rubrics. Each presents its own vision of the literacies and dispositions that will matter most in an uncertain future.

Recently, my own thinking was catalysed by Julian Stodd’s Twelve Critical Skills for the Social Age, which underscores the importance of community, sensemaking, and adaptation alongside creativity and criticality. Yet the challenge for educators remains: most of these frameworks are aspirational—far less often are they accompanied by reliable, accessible tools for diagnosing, measuring, and growing these skills in real learners.

An important step forward is represented by models like Learning Power (Buckingham Shum et al., UTS), which provide educators and learners alike with practical, evidence-based tools for self-assessment. The Learning Power approach recognises that qualities such as curiosity, resilience, creativity, and critical thinking are not only teachable but also measurable. Its diagnostic “spider chart” visualises an individual’s learning dispositions across key dimensions, providing both a starting point for reflection and a roadmap for growth.

In the spirit of this evidence-based, developmental approach, I have updated my own 12 Critical Skills list for 2025. Each skill is now paired with: a clear definition, real-world indicators of competence, the key learning challenge if it is under-developed, and practical resources for building that capability. The table below aims to move the conversation from “what should we learn?” to “how can we learn it—and how do we know where to start?”

I hope that this framework can support fellow educators in moving beyond static content assessment—empowering them to develop the transferable, adaptable skills that underpin lifelong learning and societal impact in an AI-rich world, not only to meet the challenges of the AI era, but to shape a more resilient, ethical, and connected future. So here are the 12 critical competencies that i recommend to provide learners with the skills to thrive in the AI world.

1. Curiosity

Curiosity is the active pursuit of new knowledge, continual questioning, and the drive to explore unfamiliar domains (Kashdan et al., 2018). In a world saturated with information and shaped by AI, curiosity empowers individuals to go beyond passive acceptance, seeking deeper understanding and fresh perspectives. This competency prevents stagnation, encourages professional growth, and is the foundation of lifelong learning. Where automation streamlines routine inquiry, it is human curiosity that uncovers emerging trends, navigates uncertainty, and generates original questions—keeping learners adaptable and relevant in a rapidly evolving landscape.

2. Communication

Effective communication involves both the clear expression and accurate reception of ideas across various contexts (Hargie, 2021). As digital tools and AI increasingly mediate interactions, the ability to adapt communication styles, listen deeply, and present ideas with clarity is more important than ever. Miscommunication in an automated environment can lead to conflict, missed opportunities, or costly errors. Human learners who hone this skill can bridge cultural, generational, and disciplinary divides—essential for collaboration, influence, and leadership in an interconnected world.

3. Cultural Humility

Cultural humility is an ongoing process of self-reflection, openness, and a willingness to learn from diverse perspectives (Tervalon & Murray-García, 1998). In multicultural societies and AI-driven global workplaces, cultural humility protects against ethnocentrism, fosters genuine inclusion, and helps navigate complex social cues (Ang et al., 2007). Without it, individuals risk alienating others and perpetuating bias or exclusion, regardless of technical proficiency. Cultivating this competency ensures learners remain flexible, empathetic, and equipped to thrive in diverse, evolving environments.

4. Dealing with Ambiguity

Dealing with ambiguity is the capacity to navigate uncertainty and make decisions with incomplete information (Pulakos et al., 2000). In environments where change is the only constant and AI frequently generates conflicting or partial data, composure and decision-making in the face of the unknown are essential. Learners lacking this competence may experience paralysis, poor decision quality, or increased anxiety when faced with change (Furnham & Marks, 2013). Those who embrace ambiguity not only adapt faster but also find opportunities for innovation and growth amidst complexity.

5. Critical Thinking

Critical thinking is the disciplined evaluation of information, arguments, and evidence to form reasoned judgments (Facione, 2011). As AI systems generate outputs at scale, the human ability to scrutinise sources, challenge assumptions, and synthesise diverse inputs becomes even more critical. Without strong critical thinking skills, individuals are more susceptible to misinformation, bias, and poor decisions (Ennis, 2011). This competence underpins informed citizenship, effective problem-solving, and ethical decision-making in both personal and professional spheres.

6. Emotional Intelligence

Emotional intelligence (EI) is the ability to recognise, understand, and manage one’s own emotions—and to respond appropriately to the emotions of others (Goleman, 1995; Mayer et al., 2008). While machines may simulate aspects of empathy, only humans can authentically resolve conflict, build trust, and motivate teams. Lacking EI can result in burnout, poor relationships, and failed collaborations. Cultivating emotional intelligence ensures resilience, adaptability, and meaningful engagement in workplaces increasingly shaped by automation and remote interaction.

7. Systems Thinking & Process Mapping

Systems thinking is the understanding of how elements interact within complex systems, while process mapping involves visually representing workflows to identify leverage points and root causes (Meadows, 2008; Arnold & Wade, 2015). In an automated world, failure to see the bigger picture can lead to short-sighted decisions or unintended consequences. Learners skilled in these areas can diagnose systemic problems, optimise processes, and implement effective change—crucial for sustainable innovation and organisational learning.

8. Creative Thinking

Creative thinking is the ability to generate innovative ideas and solutions by reframing challenges and iterating on concepts (Runco & Jaeger, 2012). Automation excels at optimisation but struggles with novelty and “thinking outside the box.” Without creative thinking, organisations risk falling into routine and missing out on transformative opportunities (Amabile, 1996). Human creativity is the wellspring of progress, enabling learners to adapt, invent, and differentiate themselves in fields where originality is increasingly valued.

9. Ethics & Sustainability

Ethics and sustainability involve weighing stakeholders, integrating long-term impacts, and making principled decisions in the face of competing interests (Kates et al., 2005; Benn et al., 2014). In an age where AI systems can amplify both positive and negative outcomes, human judgment is vital to ensure technology serves the greater good. Lapses in ethics or disregard for sustainability can cause reputational harm, erode trust, and undermine social and environmental well-being. Competence in this area anchors progress in responsible stewardship.

10. AI Literacy

AI literacy encompasses understanding, critically engaging with, and responsibly using artificial intelligence technologies (Shneiderman, 2020; Ng, 2021). As AI becomes woven into everyday life and work, the ability to explain core concepts, apply tools, and question potential biases is vital for informed participation. A lack of AI literacy makes individuals vulnerable to manipulation, job displacement, and misuse of powerful technologies. This competence empowers learners to harness AI’s benefits, advocate for fair practices, and shape ethical innovation.

11. Adaptability to Change

Adaptability to change is the readiness to learn, unlearn, and adjust approaches as circumstances evolve (Pulakos et al., 2000; Dweck, 2016). In dynamic environments, clinging to the familiar can impede innovation and growth. Those who cultivate adaptability embrace feedback, pivot in response to new challenges, and continuously expand their capabilities. This competence is indispensable for navigating disruption, maintaining employability, and thriving amid technological transformation.

12. Community / Social Impact

Community and social impact competence is the ability to build connections, collaborate towards shared goals, and contribute to societal well-being (Putnam, 2000; Christakis & Fowler, 2009). Automation and digitalisation can erode social capital and increase isolation if not managed thoughtfully. Learners who prioritise community engagement foster trust, create collective meaning, and participate in initiatives that address broader societal challenges. This competence ensures technology augments, rather than undermines, the social fabric that underpins human flourishing.

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Competency Self-Assessment

You can do a short self-assessment on these 12 skills here, which will help guide you on a learning plan.

Farmer, I. (2025). 12 critical competencies for the future. Frontiering.
https://www.frontiering.com.au/community/12-critical-competencies/

Table: Classification of Key Skills Frameworks

Classification Key

• Diagnostic Tool & Synthesis: Integrates multiple sources, includes practical self-assessment.

• Social/Transdisciplinary: Skills focused on networked, adaptive, collaborative settings.

• Dispositional/Metacognitive: Focuses on internal dispositions and learning power.

• International Competency: Policy-level frameworks for education and skills worldwide.

• Employment/Forecasting: Based on labour market trends and forecasts.

• Higher Ed Assessment: Used for university-level assessment of learning.

• Life/Transversal Skills: Skills for application across life contexts and domains.

• National Curriculum: Mandated by education authorities in a given country.

• Holistic/Systemic Reform: Addresses system-wide reform for future-ready education.

References

Association of American Colleges & Universities. (n.d.). VALUE rubrics. https://www.aacu.org/value-rubrics

Australian Council for Educational Research. (2018). General capabilities in the Australian curriculum. https://www.acer.org/au/discover/article/general-capabilities-in-the-australian-curriculum

Bialik, M., & Fadel, C. (2015). Skills for the 21st Century: What should students learn? Center for Curriculum Redesign. http://curriculumredesign.org/wp-content/uploads/CCR-Skills_FINAL_June2015.pdf

Buckingham Shum, S., Crick, R. D., & Knight, S. (2012). Learning dispositions and transferable competencies: Pedagogy, modelling and learning analytics. Proceedings of the 2nd International Conference on Learning Analytics and Knowledge, 92–101. https://doi.org/10.1145/2330601.2330629

Carnevale, A. P., Fasules, M. L., & Campbell, K. P. (2021). Workplace basics: The competencies employers want. Georgetown University Center on Education and the Workforce. https://cew.georgetown.edu/cew-reports/competencies/

Farmer, I. (2025). 12 critical competencies for the future. Frontiering. https://www.frontiering.com.au/community/12-critical-competencies/
and
Farmer, I. (2025). Frontiering Critical Competencies Diagnostic Tool [Web app]. Frontiering. https://skills.frontiering.com.au/

Fullan, M., & Scott, G. (2014). Education PLUS: The world’s leading education systems prepare students for life and work. https://michaelfullan.ca/wp-content/uploads/2016/06/Education-PLUS-Australia.pdf

Kashdan, T. B., Disabato, D. J., Goodman, F. R., & McKnight, P. E. (2020). The five-dimensional curiosity scale: Capturing the bandwidth of curiosity and identifying four unique subgroups of curious people. Journal of Research in Personality, 85, 103940. https://doi.org/10.1016/j.jrp.2019.103940

Learning Compass 2030. (2019). OECD Future of Education and Skills 2030: OECD Learning Compass 2030. Organisation for Economic Co-operation and Development. https://www.oecd.org/education/2030-project/teaching-and-learning/learning/learning-compass-2030/

Lucas, B., & Claxton, G. (2019). Zest for learning: Developing curious learners who relish real-world challenges. Crown House Publishing. https://www.crownhouse.co.uk/zest-for-learning

Nesta. (2017). The future of skills: Employment in 2030. https://www.nesta.org.uk/report/the-future-of-skills-employment-in-2030/

National Academies of Sciences, Engineering, and Medicine. (2017). Supporting students’ college success: The role of assessment of intrapersonal and interpersonal competencies. The National Academies Press. https://doi.org/10.17226/24697

OECD. (2018). The future of education and skills: Education 2030. Organisation for Economic Co-operation and Development. https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf

Stodd, J. (2021). The Social Age Guidebook Series: 12 Critical Skills. Sea Salt Learning. https://julianstodd.wordpress.com/2021/05/05/the-12-critical-skills-for-the-social-age/

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass. https://www.wiley.com/en-au/21st+Century+Skills%3A+Learning+for+Life+in+Our+Times-p-9780470475386

UNESCO Asia-Pacific Education Research Institutes. (2016). Transversal competencies in education policy and practice (Phase I regional synthesis report). https://unesdoc.unesco.org/ark:/48223/pf0000246591

World Economic Forum. (2020). The future of jobs report 2020. https://www.weforum.org/reports/the-future-of-jobs-report-2020

Appendix : Self Assessment Questions

Curiosity

1. I actively seek out new knowledge, even in areas unrelated to my work. (+)
2. I enjoy exploring unfamiliar ideas, topics, or cultures. (+)
3. I rarely look for information outside my usual interests. (-)
4. I avoid exploring topics that are unfamiliar to me. (-)

Communication

5. I adjust my communication style for different audiences and situations. (+)
6. I listen carefully and seek to understand before responding. (+)
7. I often struggle to explain my ideas clearly. (-)
8. I find it difficult to give or receive feedback. (-)

Cultural Humility

9. I value learning from people with different cultural backgrounds. (+)
10. I am comfortable working in environments with different cultural norms. (+)
11. I tend to assume my perspective is the correct one. (-)
12. I find it hard to adapt to unfamiliar cultural practices. (-)

Dealing with Ambiguity

13. I am comfortable making decisions without having all the information. (+)
14. I remain calm and focused when faced with uncertainty. (+)
15. I become anxious when things are unclear or unpredictable. (-)
16. I avoid situations where there is not a clear answer. (-)

Critical Thinking

17. I examine evidence before forming an opinion. (+)
18. I challenge assumptions and consider alternative viewpoints. (+)
19. I tend to accept information at face value. (-)
20. I rarely question my own beliefs or ideas. (-)

Emotional Intelligence

21. I am aware of my own emotional responses in different situations. (+)
22. I can recognise emotions in others and respond appropriately. (+)
23. I often react impulsively when upset. (-)
24. I struggle to see things from others’ emotional perspectives. (-)

Systems Thinking & Process Mapping

25. I can identify how different parts of a system or organisation interact. (+)
26. I look for patterns and connections rather than isolated issues. (+)
27. I often miss the wider impact of changes in a process or system. (-)
28. I find it difficult to visualise how processes fit together. (-)

Creative Thinking

29. I generate new ideas when faced with challenges. (+)
30. I am open to approaches that differ from traditional methods. (+)
31. I struggle to come up with new ways to solve problems. (-)
32. I prefer to stick with tried-and-tested solutions. (-)

Ethics & Sustainability

33. I consider the ethical implications of my decisions and actions. (+)
34. I strive to balance immediate needs with long-term sustainability. (+)
35. I rarely think about how my choices affect others or the environment. (-)
36. I am unconcerned about the long-term consequences of my actions. (-)

AI Literacy

37. I understand the basic principles of artificial intelligence and machine learning. (+)
38. I use digital tools (including AI) thoughtfully and responsibly. (+)
39. I have little interest in how AI works or affects society. (-)
40. I am unaware of the biases and limitations of AI systems. (-)

Adaptability to Change

41. I embrace change as an opportunity for growth. (+)
42. I learn new skills or knowledge when circumstances require it. (+)
43. I find it difficult to adjust when things change suddenly. (-)
44. I am resistant to adopting new ways of working. (-)

Community / Social Impact

45. I contribute actively to group or community initiatives. (+)
46. I value building trust and collaboration in teams. (+)
47. I rarely engage in activities that benefit others. (-)
48. I am not interested in making a difference in my community. (-)