AI Literacy Faculty Playbook

Teaching AI Judgment, One Habit at a Time.

Welcome to the BE Framework

A practical, student-centered approach to developing AI judgment.

AI literacy is not simply about learning to use new tools. It is about developing the judgment to decide when AI should be used, when it should not, and how to use it in ways that support learning, integrity, and professional growth.

Framework Introduction · Faculty Guide

Why the BE Framework?

Artificial intelligence is changing how students learn, solve problems, and prepare for their future careers. New tools appear rapidly, bringing both opportunities and new questions. As faculty, we do not need to have every answer about AI—but we do have an important role in helping students develop the judgment they will need to use these tools thoughtfully and responsibly.

The BE Framework was created with that goal in mind.

Rather than focusing on specific AI tools or rapidly changing technologies, the framework focuses on five human behaviors that students can develop over time. These behaviors help students make informed decisions, act with integrity, think critically, take responsibility for their choices, and reflect on how AI influences their learning.

These habits will remain valuable long after today’s AI tools have changed.

This playbook is a faculty coaching resource—not a policy document, mandate, or grading system.

The Five BE Behaviors

The BE Framework places the student—not the tool—at the center. Each behavior gives students a practical question they can use to guide their decisions about AI.

BE Safe: Do I understand this tool well enough to make smart decisions about how I use it and what I share?
BE Honest: Am I accurately representing my own work and my use of AI?
BE Critical: Have I evaluated this information before trusting or using it?
BE Responsible: Am I making an intentional choice and taking ownership of the outcome?
BE Reflective: How is AI affecting my thinking, learning, and professional growth?

Together, these behaviors provide a common language for discussing AI literacy across disciplines. Whether students are writing essays, troubleshooting engines, caring for patients, analyzing data, or developing business plans, the underlying habits of thoughtful AI use remain remarkably consistent.

Learning Over Time

The BE Framework describes a developmental journey—not a checklist. Students are not expected to master these behaviors in a single assignment, course, or semester. They develop them through repeated practice, reflection, feedback, and opportunities to apply their judgment in different contexts.

AI literacy is the judgment to decide when, whether, and how well AI serves the work. It is not skill with any particular tool. A student who doesn't use AI isn't behind, and a student who uses it daily may be at Introduction.

Introduction

Building Awareness

Students are introduced to the BE behaviors by name and begin recognizing where AI-related decisions appear in their learning. Awareness is the goal. Consistent or independent practice is not yet expected.

Exploration

Practicing Across Courses

Students practice the behaviors in different course contexts with guidance, feedback, and opportunities to reflect. Their application may still be inconsistent—and that inconsistency is a normal part of development. By the end of Exploration, students apply the behaviors in most situations with reasonable consistency, even if they still need prompts in unfamiliar ones.

Application

Applying Judgment Independently

Students apply the behaviors more independently and consistently. They can explain their reasoning and transfer their judgment to new tools, unfamiliar situations, and discipline-specific professional contexts.

Progression is developmental, not linear. Students may move fluidly between stages depending on the task, tool, stakes, or course context. The goal is not flawless AI use—it is increasingly thoughtful decision-making.

A Framework for Faculty

You do not need to become an AI expert before helping students develop better AI judgment.
You do not need to introduce all five behaviors at once or add an entirely new assignment.
You can begin with the behavior that connects most naturally to your course, assignment, or current instructional challenge.
The framework can support student reflection and faculty coaching without becoming a formal grading instrument.
Faculty retain responsibility for establishing the expectations for AI use within their own courses and assignments.

You May Already Be Teaching AI Literacy

Every time you ask students to evaluate evidence or verify a claim, you are supporting BE Critical.
Every time you ask students to document sources or accurately represent their own work, you are supporting BE Honest.
Every time students consider the consequences of a professional decision, you are supporting BE Responsible.
Every time students examine their learning process or explain how they reached a decision, you are supporting BE Reflective.
Every time students consider privacy, limitations, or appropriate tool use, you are supporting BE Safe.

About the Framework

The BE Framework is a student-centered behavioral interpretation of the Digital Education Council (DEC) AI Literacy Framework (2025). It translates DEC's broad AI literacy competencies into five observable habits that students develop through teaching, practice, feedback, and reflection across disciplines. Appendix A shows how each BE behavior maps to the DEC dimensions.

Questions about the BE Framework, or interested in adapting this playbook for your campus? Contact Stephanie Self, Instructional Designer, Owensboro Community & Technical College, at stephanie.self@kctcs.edu.