教师AI胜任力的软法之治与制度转化OACHSSCD

The accelerated adoption of artificial intelligence is profoundly reshaping the structure of education governance,while simultaneously exposing institutional lag and normative gaps in the development of teachers' AI competency.Teachers' AI competency has expanded beyond a technical skill requirement and has become an institutional issue concerning education quality,educational equity,and the protection of rights,thereby necessitating support from a stable normative framework.UNESCO's AI Competency Framework for Teachers(2024)proposes a competency model integrating value principles,technological literacy,and pedagogical methods,offering a systematic reference for the content dimensions,progression pathways,and institutional alignment of teachers' AI competency.As a major soft-law instrument in the field of education,the Framework promotes the global diffusion and localized adoption of teachers' AI competency through its advocacy-oriented norms,structured competency architecture,and policy-relevant tools,while also showing signs of gradual transformation from soft law to institutionalized rules.Its institutionalization logic is grounded,on the one hand,in the protection of the right to education,addressing new demands of the digital age by enhancing teachers' professional capabilities;on the other hand,it relies on mechanisms such as policy incorporation,sectoral standards,qualification systems,and legislative embedding to provide normative pathways for the Framework's institutional transformation,advancing teachers' AI competency from aspirational norms toward institutionalized obligations.