In the AICE framework, the four dimensions—Functional, Content, Pedagogical, and Ethical—are not isolated skill sets. They form an interdependent system, where growth in one dimension strengthens and relies on the others. The interplay looks like this:

1. Functional → Content

• Functional skills (F1 Tool Fluency, F2 Purposeful Application) give educators the operational capacity to use AI tools effectively.
• Without these skills, Content competencies (C1-C3) cannot be realized, because retrieving, adapting, and evaluating AI content depends on knowing how to access and control the tools in the first place.

Example:
An educator who knows how to navigate Colleague AI (F1) and select the right feature for lesson creation (F2) can then retrieve standards-aligned materials (C1) from the lesson generator and adapt them for their class (C2) in AI chat.

2. Content ↔ Pedagogical

• Content skills supply the raw and refined instructional materials that Pedagogical skills transform into effective learning experiences.
• Mastery in C3 (critical inspection) ensures the materials going into lesson planning (P1), classroom integration (P2), and professional optimization (P3) are high quality.

Example:
Accurately adapted and fact-checked AI-generated case studies (C2-C3) are then sequenced into a lesson plan with actional engaging strategies and appropriate modalities (P1) and used in a live classroom student-AI discussion (P2).

3. Pedagogical ↔ Ethical

• Pedagogical use of AI directly impacts student experience, so Ethical skills safeguard its fairness, accessibility, and transparency.
• Ethical reflection (E2) and inspection (E3) improve the quality and trustworthiness of AI-supported instruction, while responsible operation (E1) ensures it aligns with policy and norms.

Example:
When integrating an AI-powered formative quiz (P2), the educator applies E3 to check for bias in testing questions and E1 to ensure no student data privacy rules are violated.

4. Ethical → Functional and Content

• Ethical competencies shape how Functional and Content skills are applied.
• An educator may be technically fluent in AI tools (F1) and skilled in retrieving content (C1), but ethical aspects (E1-E2-E3) ensures those skills are used responsibly and in ways that model best practices for students.

Example:
Choosing not to use a certain AI summarization feature because it mishandles sensitive student data, despite knowing how to operate it, is an Ethical decision guiding Functional practice.

5. The Continuous Loop

You can think of the four dimensions as a cycle:

1. Functional: Know how and when to use the tools.
2. Content: Get, adapt, and refine the materials.
3. Pedagogical: Integrate them into instruction and professional practice.
4. Ethical: Govern and model responsible, equitable, and transparent use.

The loop restarts as each cycle of AI-supported work builds both competence and judgment for the next.