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- Vol 4 RE: Chapter 26
lifelong learningartificial intelligence literacycomputational thinkingcritical thinkingcreative thinkingalgorithmic reasoninghuman agencyethical judgmentPreprint Evidence summaryAt a glance
Romero examines lifelong learning demands created by rapid artificial-intelligence adoption from the combined perspectives of computational, critical, and creative thinking. The paper argues that AI literacy should extend beyond operating tools: people need enough conceptual understanding to frame problems, evaluate outputs, recognize limitations, and collaborate responsibly with automated systems.
Key ideas
Computational thinking contributes decomposition, abstraction, pattern recognition, and algorithmic reasoning, while critical thinking supports verification, attention to bias, and ethical judgment. Creative competence helps learners imagine alternatives and use AI as a partner rather than merely accept generated responses. The discussion connects these capabilities to changing workplaces, management, leadership, and the Sustainable Development Goals, where continuing reskilling is necessary but technical proficiency alone is insufficient. Romero also foregrounds social questions about regulation, human agency, and which purposes AI should serve.
Why it matters
This is a conceptual review rather than an intervention study, so it offers a competency-oriented framework and agenda, not causal evidence that a particular curriculum improves employment or learning. Its practical implication is to integrate technical, evaluative, ethical, and creative learning throughout adulthood.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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