DEVELOPING PROBLEM-SOLVING COMPETENCY FOR STUDENTS THROUGH THE CARE-KNOW-DO PEDAGOGICAL MODEL AND UNESCO'S AI COMPETENCY FRAMEWORK IN CHEMISTRY TEACHING

DOI: 10.18173/2354-1075.2025-0120

Abstract

In the context of rapid global digital transformation, developing students' problem-solving competency has become an urgent goal in modern education. This study proposes integrating the CareKnow-Do pedagogical model with UNESCO’s AI Competency Framework for Students to enhance problem-solving competency in Chemistry education. Through theoretical analysis, situational surveys, and model design, the research establishes an instructional framework that enables students to connect Chemistry knowledge with real-world issues while using AI to support analysis, evaluation, and creative problemsolving. The Care-Know-Do model fosters ethical values (Care), consolidates academic knowledge (Know), and cultivates creative action skills (Do), whereas the AI competency framework for students equips students with digital thinking across three levels: Understand, Apply, and Create. Survey results reveal that Chemistry teachers have a positive perception of AI's role in education,but lack clear implementation guidelines. Therefore, the study proposes an integrated pedagogical framework along with illustrative examples to support teachers in designing lessons that effectively foster students’ problem-solving competency.