Wibbit Standards Landscape Map

Maintained by: Standards Cartographer (Paperclip agent) Paperclip issue: WIB-83 Last updated: 2026-05-03 Status: v1.1 — Idaho, Maryland, and DOL framework added

This document is the authoritative reference for how external AI literacy and CS education standards relate to Wibbit's curriculum. Each entry covers: issuing body, current version, scope, AI literacy posture, status, update cadence, and relevance to Wibbit.

Update this document when a tracked framework releases a new version or when Wibbit's curriculum materially changes its alignment surface. Do not add inline style guidance or curriculum prescriptions here — this is a map, not a directive.

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Quick Reference

Framework	Issuing Body	AI-Specific?	Current Version	Status	Priority for Wibbit
CSTA K-12 CS Standards	CSTA	Partial (2026 revision)	2017; 2026 revision in progress	Active revision	High — primary US CS procurement signal
ISTE Standards for Students	ISTE	Embedded only	2016 / 2025 update	Active	Medium — EdTech buyer checklist
AI4K12 Five Big Ideas	CSTA + AAAI (NSF-funded)	Yes — fully AI-specific	2020–2021 + 2025 AI Priorities report	Living document	Highest — canonical US K-12 AI literacy reference
UNESCO AI and Education	UNESCO	Yes	2021–2024 (multiple documents)	Published	Medium — international credibility
OECD/EC AI Literacy Framework	OECD + European Commission	Yes	Review draft May 2025; final 2026	Draft	High — rising fast; EU + US reach via Code.org
US State Initiatives (Top 7)	State DOEs / Legislatures	Mixed	2024–2026 (varies by state)	Varies	High for district procurement
US Federal — K-12 Guidance	White House, NSF, DoE	Indirect	EO April 2025 + NSF programs	Active	Medium — funding signal, not curriculum standard
US Federal — DOL AI Literacy Framework	U.S. Dept of Labor (ETA)	Yes — workforce scope	Published February 2026	Active	Low-Medium — workforce scope; cited in state legislation

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CSTA K-12 Computer Science Standards

Issuing body: Computer Science Teachers Association (CSTA) Current version: Revised 2017 (v2.1); comprehensive revision anticipated summer 2026 Scope: K–12, five grade bands (K–2, 3–5, 6–8, 9–10, 11–12); seven concept areas: Computing Systems, Networks & the Internet, Data & Analysis, Algorithms & Programming, Impacts of Computing, plus two practices frameworks AI literacy posture: No dedicated AI strand in the 2017 version. AI concepts appear incidentally in Algorithms & Programming (algorithmic decision-making) and Impacts of Computing (societal effects of automation). The in-progress 2026 revision will incorporate explicit AI learning outcomes for the first time, informed by the joint CSTA/AI4K12 "Identifying AI Priorities for All K-12 Students" project (report published May 2025). That project produced five AI learning categories: Humans and AI, Representation and Reasoning, Machine Learning, Ethical AI System Design, and Societal Impacts — each with foundational learning outcomes by grade band. The 2026 release is expected to be the first CSTA standards version with explicit, measurable AI learning outcomes. Status: Current 2017 version published/guidance-only; 2026 revision in progress Update cadence: Major revision roughly every 8–10 years (2011 → 2017 → 2026 anticipated) Last reviewed: 2026-04-29

Relevance to Wibbit: CSTA is the most widely adopted CS standards framework in US K-12 — used by district CTE departments, CS curriculum buyers, and state DOEs as the default alignment baseline when evaluating CS and AI tools. District procurement RFPs commonly list "CSTA alignment" as a requirement. The 2026 revision will create the first clear, public AI standards target that procurement officers will cite. Wibbit should plan a rapid alignment audit when the 2026 draft lands (summer 2026) and be prepared to issue updated alignment claims within 30 days of publication. The AI Learning Priorities report categories (especially Machine Learning and Humans and AI) map closely to Wibbit's current content and should be used for interim alignment framing until the full 2026 standards publish.

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ISTE Standards for Students

Issuing body: International Society for Technology in Education (ISTE) Current version: 2016 (structural); 2024–2025 update in progress, with most substantive changes in the Digital Citizen standard; updated PDF (ISTE_STANDARDS_2024_v02) published Scope: All K–12 grade levels; technology-integrated learning across all subjects. Seven standards: (1) Empowered Learner, (2) Digital Citizen, (3) Knowledge Constructor, (4) Innovative Designer, (5) Computational Thinker, (6) Creative Communicator, (7) Global Collaborator. AI literacy posture: ISTE explicitly does not name specific technologies in its standards — there is no AI section. Instead, AI literacy is embedded: Digital Citizen addresses ethical use, critical evaluation of AI-generated content, online safety in an AI-integrated world, and AI in the digital economy. Computational Thinker addresses algorithmic thinking, data systems, and automated decision processes. The 2025 update strengthened digital citizenship language with particular emphasis on AI-relevant concerns: misinformation, AI content attribution, empathy and well-being in AI-mediated environments. ISTE's stance is that AI literacy is a dimension of existing competency areas rather than a standalone domain. Status: Published; actively updated Update cadence: Ongoing targeted revisions; last major structural release 2016 Last reviewed: 2026-04-29

Relevance to Wibbit: ISTE alignment is important for EdTech procurement contexts — many district technology coordinators use ISTE standards as their alignment checklist when evaluating subscriptions. Because ISTE does not have a dedicated AI strand, alignment claims are indirect: Wibbit's computational concepts map to Computational Thinker (5), and Wibbit's AI ethics and fairness content maps to Digital Citizen (2). The absence of an AI-specific ISTE standard also works in Wibbit's favor: it validates embedding AI literacy in broader digital citizenship and critical thinking — which is coherent with how Wibbit teaches AI concepts in context. ISTE is a lower-priority alignment target than CSTA or AI4K12 but should be covered in the Alignment Report for EdTech buyer confidence.

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AI4K12 Initiative — Five Big Ideas in AI

Issuing body: AI4K12 (joint initiative of CSTA and AAAI; primary NSF-funded US K-12 AI education effort) Current version: Five Big Ideas grade-band progressions (2020–2021); "Identifying AI Priorities for All K-12 Students" report co-published with CSTA, May 2025; ongoing resource directory and community Scope: K–12, four grade bands (K–2, 3–5, 6–8, 9–12). Five Big Ideas: (1) Perception — computers perceive the world through sensors; (2) Representation & Reasoning — agents maintain world models and use them for reasoning; (3) Learning — computers learn from data; (4) Natural Interaction — designing effective human-AI interaction is a central challenge; (5) Societal Impact — AI affects society in positive and negative ways. Four engagement levels: Awareness, Conceptual Understanding, Ethical Design, Applied Skills. AI literacy posture: AI4K12 is the most directly AI-specific framework for K-12 in the United States. It is conceptual (covering how AI systems actually work, including training, inference, and model behavior) and social (covering AI's role in society, bias, and impact). The 2025 AI Learning Priorities report adds five learning categories with foundational grade-band outcomes intended to inform the 2026 CSTA revision: Humans and AI, Representation and Reasoning, Machine Learning, Ethical AI System Design, and Societal Impacts. Many aspects of the framework are accessible to elementary-aged students — the framework explicitly notes that the youngest learners can engage with decision trees and concept-level AI reasoning without requiring advanced mathematics. Status: Published / guidance-only; living document with active community Update cadence: Living document; major report additions annually; resources directory continuously updated Last reviewed: 2026-04-29

Relevance to Wibbit: AI4K12's Five Big Ideas are the canonical US reference for K-12 AI literacy and the primary alignment target that matters most for educator and institutional credibility. Wibbit's curriculum structure maps directly to the Five Big Ideas: Perception maps to Wibbit's content on how AI systems receive and interpret input; Representation & Reasoning to how models encode knowledge and make inferences; Learning to supervised/unsupervised learning content in Wibbit's modules; Natural Interaction to how kids interact with AI tools in Wibbit lessons; Societal Impact to Wibbit's ethics and fairness content. A rigorous Big Idea–by–Big Idea alignment analysis, with citations to specific Wibbit Modules and AI4K12 grade-band learning outcomes, is the highest-priority alignment work for the Wibbit Alignment Report and Framework. AI4K12 alignment is what educators who teach CS will check first.

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UNESCO — AI and Education Guidance

Issuing body: United Nations Educational, Scientific and Cultural Organization (UNESCO) Current version: Multiple publications — "AI and Education: Guidance for Policy-makers" (2021); "K-12 AI Curricula: A Mapping of Government-Endorsed AI Curricula" (2021); "Guidance for Generative AI in Education and Research" (2023, published in 9 languages); "AI Competency Framework for School Students" (Digital Learning Week, September 2024); "AI Competency Framework for Teachers" (Digital Learning Week, September 2024) Scope: Global — 194 UNESCO member states. Policy and competency guidance rather than grade-band–specific curriculum. The 2024 student competency framework addresses ages roughly corresponding to K–12 but uses competency levels rather than US grade bands. UNESCO's focus is systemic: national policy, digital equity, cultural and linguistic diversity, and human agency in AI-mediated learning. AI literacy posture: UNESCO's 2024 AI Competency Framework for School Students defines student AI competency across values, knowledge, and skills dimensions: understanding AI fundamentals, critically evaluating AI outputs, using AI ethically, and engaging with AI's societal implications. The 2023 generative AI guidance recommends age restrictions for GenAI tools, data privacy mandates, and human-agency principles. UNESCO's posture consistently emphasizes critical citizenship, equity, and ethical agency over technical production skills — AI literacy is framed as a dimension of global digital citizenship, not a gateway to AI careers. The 2024 frameworks are the most current and most directly curriculum-relevant. Status: 2021 and 2023 documents published; 2024 competency frameworks published Update cadence: Major documents released at Digital Learning Week (annually, September) or during UNESCO-convened summits; irregular outside those events Last reviewed: 2026-04-29

Relevance to Wibbit: UNESCO alignment is the key credibility signal for international market contexts — EU, LATAM, Asia Pacific, and any government-funded program with a global equity lens. The 2024 student competency framework is the clearest alignment target: its emphasis on critically evaluating AI outputs, understanding AI's societal role, and ethical agency maps well to Wibbit's ethics and fairness modules. A notable gap: UNESCO emphasizes equity, linguistic diversity, and cultural accessibility in ways that Wibbit's current content does not explicitly address. This matters both as a curriculum consideration for international expansion and as a framing consideration when publishing the Wibbit Framework. For immediate US market purposes, UNESCO alignment is lower priority than CSTA/AI4K12 but essential for any international positioning or research-facing publication context.

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OECD / European Commission — AI Literacy Framework for Primary and Secondary Education

Issuing body: Organisation for Economic Co-operation and Development (OECD) and the European Commission (EC); co-developed with Code.org and a multinational expert group including educators and researchers from Canada, USA, Uruguay, Germany, France, Croatia, and other OECD member countries Current version: Review draft "Empowering Learners for the Age of AI: An AI Literacy Framework for Primary and Secondary Education" (May 2025); final version expected 2026 with AI literacy exemplars Scope: Primary and secondary education (approximately ages 6–18); designed for international application across OECD and EU member states. Four interaction domains: (1) Engaging with AI — recognizing AI use and critically evaluating outputs for accuracy, bias, and relevance; (2) Creating with AI — collaborating with AI for ideation, content generation, and problem-solving while addressing ownership and attribution; (3) Managing AI — strategically delegating tasks to AI to enhance human work; (4) Designing AI — understanding the principles behind AI systems including data, design choices, fairness, and societal impact. AI literacy posture: The framework defines AI literacy as the essential knowledge, skills, and attitudes for understanding and critically interacting with AI systems. It covers both technical understanding (how AI works, what data trains it, how to evaluate outputs) and social understanding (fairness, human agency, societal impact). The May 2025 review draft was shaped by input from nearly 1,000 participants across a global consultation. The final 2026 release will include grade-level AI literacy exemplars designed to give educators actionable curriculum guidance. Status: Review draft (May 2025); final version expected 2026 Update cadence: Single publication cycle with ongoing international consultation; final version expected 2026; update schedule after publication unknown Last reviewed: 2026-04-29

Relevance to Wibbit: The OECD/EC framework is the fastest-rising international reference for AI literacy in primary and secondary education — notable particularly because Code.org's co-development gives it significant US reach, and because EU backing makes it the de facto reference for European market expansion. The four interaction domains map clearly to Wibbit's product arc: Wibbit's current curriculum primarily addresses "Engaging with AI" (conceptual understanding, critical evaluation of how AI systems work) and early "Creating with AI." The "Managing" and "Designing" domains describe more advanced competencies that Wibbit's current course structure does not yet reach — important to note as a gap in the Alignment Report, not as a weakness, but as an honest scope statement about where Wibbit's coverage currently sits. Because the final version publishes in 2026, plan a targeted alignment update immediately after release. The Code.org partnership deserves watching in the competitor context: it signals Code.org's intent to position against this framework.

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US State-Level AI Literacy Initiatives (Top 7)

Issuing body: State Departments of Education and Legislatures (individual state entries below) Scope: Varies by state; primarily K–12 public schools within each state. As of mid-2025, 33+ US states have published AI guidance or policy for schools. As of May 2026, four states have enacted legal mandates with K-12 AI policy or literacy requirements: Tennessee, Ohio (compliance deadline July 1, 2026), Idaho (effective July 1, 2026), and Maryland. The seven initiatives below were selected for market relevance, framework maturity, or mandate status. Last reviewed: 2026-05-03

California

Issuing body: California Department of Education (CDE); California AI in Education Working Group (est. by SB 1288, 2024) Current version: AI Resource Kit (CDE, 2024); guidance from AI in Education Working Group (mandated by January 2026); AB 2876 (2024) requires AI literacy integration in curriculum framework reviews for mathematics, science, and history-social science AI literacy posture: California defines AI literacy as "the knowledge, skills, and attitudes associated with how artificial intelligence works, including its principles, concepts, and applications, as well as how to use artificial intelligence, including its limitations, implications, and ethical considerations." Dual framing: learning about AI and learning with AI. AB 2876 mandates that the Instructional Quality Commission consider AI literacy in its January 2025 curriculum framework reviews. SB 1288 working group is developing model policy and guidance for safe, equitable AI use in schools. Status: Active legislation and working group; guidance due January 2026 Update cadence: Legislation-driven; SB 1288 working group reports due January 2026

Relevance to Wibbit: California is the largest K-12 market in the US and is moving toward mandated AI literacy integration in curriculum frameworks. California's AI literacy definition is close to Wibbit's scope. The emphasis on "learning about AI" and ethical considerations maps well to Wibbit's curriculum. Monitor the SB 1288 working group guidance release (January 2026 window — may have published; check current status) for alignment opportunities.

Colorado

Issuing body: Colorado Department of Education (CDE) Current version: Colorado Roadmap for AI in K-12 Education (2024); K-12 AI Skills Progression Guide aligned with Colorado CS Standards (published August 2025) AI literacy posture: The August 2025 K-12 AI Skills Progression Guide is Colorado's most specific curriculum-facing document — it provides grade-level expectations for AI literacy aligned to Colorado's existing CS standards. The Roadmap (2024) encouraged districts to rethink classroom models and adopt local policies on AI procurement, data use, and acceptable behaviors. Status: Published; active Update cadence: Roadmap 2024; Skills Progression Guide August 2025; further updates likely on annual cycle

Relevance to Wibbit: Colorado's K-12 AI Skills Progression Guide is among the most curriculum-specific state documents in the US as of late 2025. It represents the type of state-level operational document that educators use to evaluate and justify purchasing decisions. A Wibbit alignment claim against the Colorado guide would be directly useful to Colorado district buyers.

Ohio

Issuing body: Ohio General Assembly / Ohio Department of Education and Workforce Current version: State mandate — every public district required to develop, approve, and publish a comprehensive AI policy by July 1, 2026 AI literacy posture: Ohio's mandate is policy-focused rather than curriculum-focused — districts must publish policies covering privacy, ethical guidelines, educator roles, and public transparency in AI use. Not a curriculum standard; a governance mandate. Status: Enacted / mandatory; compliance deadline July 1, 2026 Update cadence: Legislative; compliance deadline July 2026

Relevance to Wibbit: Ohio's mandate means Ohio district administrators will be actively evaluating AI tools against their new policies by mid-2026. A Wibbit positioning statement that helps districts check AI literacy product alignment against their required policies would be well-timed for Ohio procurement.

Tennessee

Issuing body: Tennessee General Assembly / Tennessee Department of Education Current version: State mandate (enacted March 2024) requiring each district to publish AI policy covering curriculum and assignment use AI literacy posture: Like Ohio, Tennessee's mandate is a governance and transparency requirement rather than a curriculum standard. Districts must disclose how AI may and may not be used for curriculum and student assignments. Status: Enacted / mandatory (March 2024) Update cadence: Legislative mandate; ongoing district compliance

Relevance to Wibbit: Tennessee is one of only two states with a legal AI education mandate (as of August 2025). Districts are actively navigating compliance, creating buyer readiness for products with clear AI-use disclosures and student-facing AI literacy content.

Illinois

Issuing body: Illinois State Board of Education; Illinois AI in Education Task Force Current version: Illinois AI in Education Task Force Report (2024); HB 3851 (enacted — adds AI-generated deepfake content to cyberbullying definition in school code) AI literacy posture: The 2024 task force report calls for creating AI literacy curricular frameworks, investing in educator professional development, ensuring equitable access, protecting student data, and supporting district implementation. No enacted curriculum mandate as of April 2026; guidance only. Status: Task force report published; active legislation monitoring Update cadence: Task force report 2024; legislative activity ongoing

Relevance to Wibbit: Illinois is a major K-12 market with active task force momentum toward AI literacy curriculum frameworks. The task force's call for equitable access and district support creates an environment receptive to structured AI literacy products. Monitor for proposed legislation converting task force recommendations into curriculum mandates.

Idaho

Issuing body: Idaho State Legislature; Idaho State Department of Education (SDE) Current version: SB 1227 — Generative AI in Education Framework Act; signed into law, effective July 1, 2026 AI literacy posture: Idaho's SB 1227 requires the State SDE to develop a framework for responsible use of generative AI in classrooms and school operations. The law mandates AI literacy standards and educator training, establishes data privacy requirements for AI tools used in schools, and prohibits AI from replacing human teachers. The specific AI literacy curriculum standards will be developed by the State SDE over the next 6–12 months following the July 2026 effective date — meaning Idaho's curriculum-facing AI literacy requirements are still taking shape and represent an open alignment window. Status: Enacted / effective July 1, 2026; AI literacy standard development underway Update cadence: Legislative mandate effective July 2026; SDE standards development expected over the following 6–12 months Last reviewed: 2026-05-03

Relevance to Wibbit: Idaho is now a mandate state. The SDE's AI literacy standard development process — expected over the next 6–12 months — creates a direct curriculum alignment opportunity. Wibbit should monitor Idaho SDE publications in Q3–Q4 2026 for draft standards and be prepared to issue alignment claims promptly. The law's data privacy requirements and educator training mandate make Idaho buyers particularly receptive to products with clear privacy postures and classroom-ready documentation.

Maryland

Issuing body: Maryland General Assembly; Maryland State Department of Education (MSDE) Current version: SB 720 / HB 1057 — passed; implementation underway AI literacy posture: Maryland's AI education law requires the MSDE to issue annually updated AI guidance for students, educators, and administrators. Local school systems must adopt AI policies and promote AI literacy. The law establishes a statewide AI Education Collaborative with annual reporting requirements, designates AI coordinators at the district level, and provides for university-supported certification of compliant AI tools. The "certification of compliant AI tools" provision is the most significant feature for Wibbit: it implies Maryland may develop a formal state-level product approval process. Status: Enacted; implementation underway Update cadence: Annual MSDE guidance updates mandated; Collaborative reporting annual Last reviewed: 2026-05-03

Relevance to Wibbit: Maryland is now a mandate state with a notably strong institutional structure: AI coordinators at district level (buyer-ready contacts), an AI Education Collaborative (a peer network Wibbit could engage), and — critically — a potential certification process for AI tools used in schools. If Maryland develops a formal tool-certification pathway, Wibbit should pursue it proactively. The annual AI guidance cycle means Maryland will generate regular procurement signals. Track MSDE AI guidance releases (first expected mid-2026) for alignment claims.

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US Federal AI Education Guidance (K-12)

Issuing body: White House / Executive Office of the President; U.S. Department of Education; National Science Foundation (NSF) Current version: Executive Order "Advancing Artificial Intelligence Education for American Youth" (April 23, 2025); NSF "Expanding K-12 Resources for AI Education" Dear Colleague Letters (2025); NSF $11M award to CSTA for AI Professional Development Weeks (2025); DoE supplemental priority guidance on AI in grant funding (2025) Scope: All K–12 public schools receiving federal funding; primarily incentive-based (grant guidance, funding priorities) rather than direct curriculum mandate. The EO established a White House Task Force on AI Education chaired by the Director of the Office of Science and Technology Policy (OSTP), with NSF and DoE as primary implementing agencies. AI literacy posture: The April 2025 EO directs DoE to issue guidance on using formula and discretionary grants to support AI-based instructional resources, high-impact tutoring, and college and career pathway exploration. NSF is directed to create teacher training programs integrating AI tools in classrooms. NSF's $11M CSTA award funds AI Professional Development Weeks — a multistate initiative preparing thousands of K-12 educators to teach foundational CS and AI. The federal AI education posture is AI-positive and workforce/competitiveness-oriented: AI literacy is framed as preparation for jobs and economic leadership, which differs substantively from UNESCO's emphasis on critical citizenship and ethical agency. Status: EO published April 2025; DoE guidance in implementation; NSF programs active Update cadence: EOs are one-time directives; implementing guidance ongoing; subject to political/policy change Last reviewed: 2026-04-29

Relevance to Wibbit: Federal action is important for Wibbit primarily as a market signal and grant-funding opportunity, not as a direct curriculum standards target. Districts receiving federal CS/AI grants will be looking for products they can cite in grant reporting — alignment claims connected to EO priorities (AI literacy, educator readiness, career pathways) are valuable in that context. The EO's explicit emphasis on elementary and middle school students maps directly to Wibbit's 10–13 age target. NSF's $11M CSTA investment also means CS teachers — Wibbit's primary educator advocates — are receiving AI professional development that increases their capacity to evaluate and deploy AI literacy products. No curriculum standard emerges from this EO; the federal lever is funding and procurement signal, not mandate. Important caveat: federal education priorities are subject to administration change; track DoE guidance implementation quarterly for material shifts.

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US Federal — DOL AI Literacy Framework

Issuing body: U.S. Department of Labor (DOL), Employment and Training Administration (ETA) Current version: "AI Literacy for the Workforce" framework — published February 2026 Scope: Workforce-age learners, not K–12 students. Provides foundational content areas and seven delivery principles to guide AI literacy efforts across workforce development programs, community colleges, and workforce training providers nationwide. The framework's content areas include: understanding AI tools and systems, applying AI in workplace contexts, evaluating AI output critically, understanding AI's impact on jobs and work, and navigating ethical and privacy dimensions of AI in employment. AI literacy posture: The DOL framework is workplace-oriented and competency-focused — it defines AI literacy as the ability to understand, evaluate, and effectively use AI tools in professional and workforce contexts. The seven delivery principles emphasize applied skills, equitable access, and workforce pathway integration. The framework differs from K-12 frameworks in its emphasis on direct application to job tasks and career development. It does not specify grade-band progressions or K-12 curriculum structures. Status: Published February 2026; active Update cadence: Not yet established; initial publication only Last reviewed: 2026-05-03

Relevance to Wibbit: The DOL framework's primary relevance is indirect: (1) it is being referenced in active state-level AI education legislation, giving it downstream curriculum influence beyond its direct workforce-scope; (2) it contributes to the proliferating standards environment that district administrators encounter when building AI literacy policy, creating background noise Wibbit should be aware of; (3) districts running CTE (Career and Technical Education) programs will encounter DOL-influenced AI literacy requirements alongside K-12 standards, which matters for Wibbit positioning in CTE contexts. The DOL framework does not require a Wibbit alignment analysis at this time — scope mismatch is too significant. Self-critique note: this framework was published February 2026 and was absent from the April 29 landscape update. Added May 2026. Flag for quarterly monitoring.

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Maintained by Standards Cartographer. To update an entry, post a revised landscape-entry document to WIB-83 and open a Build Captain directive for the repo commit.