KI-Basiscurriculum (AI Basic Curriculum)
The KI-Basiscurriculum (AI Basic Curriculum) establishes a common reference framework for basic competences in dealing with artificial intelligence in Austria. Building on DigComp 2.2 EU, the Austrian National Reference Framework for Digital Competences (DigComp AT), and international AI literacy models, it structures AI competences into seven learning fields — recognizing and understanding AI, using AI responsibly, reflecting on and evaluating AI-supported information retrieval, communicating and cooperating with AI, creating with generative AI, designing processes and making decisions with AI, and learning, living, and maintaining relationships with and despite AI — each described across three proficiency levels.
Commissioned via the OeAD as part of the Austrian Digital Skills Offensive (Digitale Kompetenzoffensive), the project elaborated the cornerstones of the curriculum for education providers in 2025. The resulting framework serves as an orientation for AI education across all education sectors — from schools and higher education to adult and continuing education — and informs, among other things, the new Austrian school subject “Informatik und Künstliche Intelligenz”. The project was carried out at the University for Continuing Education Krems by the Department for Continuing Education Research and Educational Technologies and the Department for E-Governance in Business and Administration.
As in the DigComp 3.0 AT project, Stefan Oppl held overall scientific responsibility for the project, while the conceptual and operational work was carried out by the project team at the University for Continuing Education Krems.
Stefan Oppl works at the intersection of higher education leadership, vocational education and training, and digital learning.
He is Vice-Rector for Academic Affairs at the University for Continuing Education Krems and Managing Director of Berufsförderungsinstitut Oberösterreich (BFI OÖ). Since 2019, he has also held the professorship for technology-enhanced learning at the University for Continuing Education Krems.
His work connects academic leadership, vocational education, and research on technology-enhanced learning, socio-technical systems design, and human-computer interaction.