Capability Development · Literacy · Learning
Building the capability to use emerging technologies responsibly.
Nazui Institute develops emerging-technology knowledge, judgement and practical capability so that people and organisations can understand, use, evaluate and govern technologies such as artificial intelligence responsibly.
This work translates research into structured learning, capability-development approaches and accessible resources for organisational, professional, educational and public contexts.
Literacy & Learning is Nazui’s capability-development function. It supports the Institute’s wider research, advisory and innovation work by helping people and organisations build the understanding and judgement required for responsible technology adoption.
Start With the Question
What do people actually need to understand?
Structured capability begins with honest questions about what people understand today. The programme — and the literacy research agenda it is anchored in — is shaped by questions such as:
- What should every employee understand about generative AI?
- Do executives, managers and operational teams need the same AI literacy?
- How should AI literacy differ across age groups and learning contexts?
- How do we teach people to question AI outputs rather than merely use AI tools?
- What should responsible technology literacy include beyond prompt writing?
- How do we know whether learning has actually improved capability?
These are open questions the programme is being designed to address — not an existing curriculum or a completed framework.
Developing Capability Area
AI capability & literacy
Artificial intelligence is the immediate focus of the programme. AI literacy is more than learning how to use an AI application — it is the structured understanding that lets people question, evaluate and direct AI, not merely operate it.
Nazui Emerging Technology Literacy Research Programme — under research and development
AI literacy includes
Understanding what AI is
Understanding what it can and cannot do
Evaluating AI-generated information critically
Responsible and ethical use
Privacy and data awareness
Human judgement and accountability
Working effectively with AI
Understanding AI’s organisational and societal impact
Capability Areas
Six areas of capability development
Each area is a developing field of work. Anything not yet available is described as such — unavailable programmes are not offered as products.
Organisational AI Capability
Supporting organisations and workforces to develop the knowledge, judgement and practical confidence required to engage with AI responsibly in their roles and operating contexts.
Leadership & Governance Capability
Helping leaders, decision-makers and governance participants understand AI opportunities, limitations, risks, accountability and responsible-use considerations.
Professional & Workforce Learning
Developing role-relevant learning and capability approaches for employees, professionals and teams working with emerging technologies.
Educator & Higher-Education Resources
Exploring structured resources that can support educators, lecturers and institutions in developing credible emerging-technology understanding.
School-Level Emerging-Technology Literacy
Researching age-appropriate approaches and resources that may eventually support structured emerging-technology literacy at primary- and secondary-school levels.
Public Emerging-Technology Understanding
Developing accessible knowledge and resources that may help wider society understand how emerging technologies work, affect decisions and create responsibilities.
Organisational Application
Capability development for organisations
Organisational adoption depends not only on technology and governance, but also on whether leaders, employees and affected stakeholders understand the technology sufficiently to use it, question it and act responsibly.
Potential areas of organisational work may include:
- AI awareness for decision-makers;
- responsible-use orientation;
- role-based AI capability;
- governance and accountability understanding;
- workforce readiness research;
- capability-needs analysis;
- tailored learning-resource development;
- evaluation of learning and adoption needs.
The scope and form of any organisational capability engagement would be defined according to the organisation’s context, audience, risks and agreed objectives.
Learning Audiences
Distinct pathways for distinct audiences
The programme is being designed around six audiences. Schools and public literacy are longer-term audiences. All outputs listed are future possibilities — the Institute does not claim adoption by schools, curriculum accreditation or Department of Basic Education approval.
Organisations and workforces
Programmes may support executive AI literacy, management capability, employee AI literacy, responsible AI use, organisational readiness and technology governance.
Leaders and governance participants
Developing understanding of AI opportunities, limitations, risks, accountability and responsible-use considerations among decision-makers and oversight structures.
Professionals and teams
Role-relevant learning and capability approaches for employees, professionals and teams working with emerging technologies.
Higher-education institutions and educators
Areas may include responsible generative AI use, academic integrity, AI-assisted research, digital capability, critical AI literacy and applied emerging technologies.
Schools and school-level educators
Longer-term research into age-appropriate approaches and resources that may eventually support structured emerging-technology literacy at primary- and secondary-school levels.
Future outputs may include
- Learner books
- Activity books
- Educator guides
- Illustrated learning resources
- Classroom projects
Public and community audiences
Future accessible learning resources should support people who encounter emerging technologies outside formal education.
Structured Learning Philosophy
A progressive path from understanding to adaptation
Emerging-technology capability should be progressive: each stage builds on the last, and the final stage keeps learners capable as technologies continue to evolve.
Working research hypothesis
Understand
What is the technology and how does it work at an appropriate level?
Use
How can it be used effectively?
Evaluate
How do we question outputs, limitations and risks?
Create
How can the technology support problem-solving and innovation?
Act Responsibly
How do ethics, privacy, accountability and human judgement apply?
Adapt
How do learners remain capable as technologies continue to evolve?
This progression is a working research hypothesis informing the Institute’s developing literacy research programme. It is not yet presented as a validated Nazui framework.
Framework Development
How the literacy framework will be developed
The Nazui Emerging Technology Literacy Research Programme is intended to be developed through a rigorous evidence and validation process rather than generated as a finished framework without research.
Research Protocol
The first formal deliverable — defining the questions, scope, ethics and method of the programme.
Evidence Review
Reviewing existing research and literature on emerging-technology literacy and capability.
Existing Framework Mapping
Mapping recognised existing frameworks before developing anything new.
Primary Research
Gathering evidence, with South African and African contexts explicitly considered.
Framework Development
Developing the literacy framework from the gathered evidence rather than assumption.
Expert Validation
Inviting relevant experts and stakeholders to examine and challenge the developing framework.
Piloting
Testing in real settings — piloting must occur before any mature claims are made.
Publication
Publishing the framework and its evidence base for scrutiny and use.
Learning Resources
Developing structured learning resources from the researched, piloted and published framework.
These stages describe the intended development path — they are not completed activities. The research protocol is the first formal deliverable; recognised existing frameworks and literature will be reviewed; South African and African contexts will be considered; relevant experts and stakeholders may contribute to validation; and piloting must occur before any mature claims are made.
Beyond AI
The wider emerging-technology literacy field
AI sits within a wider long-term programme. Each area below is a research and programme-development area — not a completed curriculum.
Artificial Intelligence & Generative AI
What AI systems and generative models are, what they can and cannot do, and how to work with them critically.
Data & Algorithmic Literacy
How data is collected and used, and how algorithms shape information, recommendations and decisions.
Cybersecurity & Digital Safety
Everyday awareness of digital threats, safe practice and organisational resilience.
Robotics & Automation
How machines sense, decide and act — and what automation means for work and society.
Digital Identity & Privacy
Managing personal information, consent and identity in digital environments.
Cloud & Digital Platforms
The platforms and infrastructure on which modern digital services and organisations run.
Internet of Things
Connected devices, the data they generate and the questions they raise.
Responsible Technology & Ethics
Ethical, legal and societal dimensions of developing and using technology.
Human–Technology Interaction
How people and technologies shape each other in everyday and organisational life.
Learning Resources & Publishing
From research to learning resources
Nazui Institute intends to translate its research into structured learning resources over time. Future formats may include:
- Executive guides
- Research-informed digital learning resources
- Public technology-literacy publications
- Educator guides
- Workbooks
- High-school learning resources
- Primary learner books
- Children’s technology books
These are future publishing directions. No Nazui Institute learning titles have been published yet; resources will be announced on this website as they are developed.
Literacy Research Agenda
Learning programmes that are research-informed
The capability-development function is anchored in the Institute’s research. The questions it is built to answer include:
- What competencies define meaningful AI literacy?
- How should AI literacy develop across different ages?
- How do people currently learn about emerging technologies?
- What effect does structured technology literacy have on responsible AI use?
- How should emerging-technology literacy be contextualised for African learners and organisations?
- What competencies should employees and leaders possess in AI-enabled organisations?
- How should educational institutions respond to rapidly changing technology?
Research investigates what people and organisations need to understand. Advisory identifies the capability implications of adoption. Literacy & Learning develops appropriate learning and capability responses. Experience from use generates further research questions.
Start a Conversation
Build capability for responsible technology adoption.
Discuss the emerging-technology knowledge, workforce-readiness or learning need within your organisation or institution.