Abstract

The rapid integration of generative artificial intelligence (GenAI) into education offers significant opportunities for talent development; however, current applications remain predominantly tool-centric and lack grounding in cognitive and intelligence theory. To address this limitation, the present study introduces the Human-AI Co-Competency Framework for Education (HACC-E), a human-centered, mastery-driven model intended to promote the synergistic development of creativity and cognitive intelligence. Drawing on contemporary intelligence research, including executive function theory, creative cognition models, and socio-emotional competence frameworks, HACC-E positions AI as a cognitive amplifier that supports higher-order reasoning, reflective thinking, and adaptive problem-solving, rather than as a replacement for human judgment. Employing a design science research methodology, the framework integrates competency-based progression, AI-augmented formative feedback, and simulation-based experiential learning within a governance structure that ensures human oversight and ethical accountability. The model aligns fluid reasoning, systems thinking, creative ideation, emotional regulation, and collaborative intelligence with structured AI-mediated feedback loops and authentic performance evidence. Analytical validation confirms pedagogical coherence, measurable competency mapping, and mitigation of critical AI-related risks, including automation bias and overreliance. By operationalizing distributed human–AI agency within a mastery-based progression architecture, HACC-E advances a theoretically grounded approach to AI-enabled talent development. This framework contributes to the ongoing discourse on human-centered artificial intelligence by providing a scalable and ethically robust model for cultivating cognitive, creative, and socio-emotional intelligence in educational systems designed for future readiness.

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