Purpose This paper aims to reconceptualize future-ready skills in the age of artificial intelligence (AI) by introducing the adaptive creative intelligence (ACI) framework. It argues that traditional twenty-first-century skill models are no longer sufficient in AI-mediated contexts and proposes ACI as an integrative, human-centered competency that brings together creativity, adaptability and ethical judgment. The paper seeks to contribute a conceptual foundation to ongoing debates on how education systems can better prepare learners for uncertain and rapidly evolving AI-driven futures. Design/methodology/approach The study adopts a conceptual and integrative approach grounded in critical analysis of interdisciplinary literature on creativity, future skills and AI in education. Key theoretical frameworks and international policy reports are synthesized to identify conceptual gaps in existing models. Based on this analysis, the ACI framework is developed as a coherent lens for understanding human–AI interaction, creative adaptation and ethical decision-making in educational contexts. Findings The paper proposes ACI as a future-oriented competency that reframes creativity as a dynamic, context-sensitive and ethically grounded process emerging through human–AI interaction. The framework identifies three interrelated components – sensemaking in AI-rich environments; creative transfer and transformation; and human-centered ethical judgment – highlighting how these capacities remain essential despite increasing automation and algorithmic support. Research limitations/implications As a conceptual paper, this study does not include empirical data. Its primary contribution lies in theoretical integration rather than empirical validation. Future research is encouraged to operationalize and empirically examine ACI across educational levels and cultural contexts, including design-based and longitudinal studies investigating its impact on learning, creativity and ethical reasoning in AI-supported environments. Practical implications The ACI framework offers educators and curriculum designers a practical lens for designing learning activities that move beyond AI use as content delivery toward human–AI co-creation. It supports the development of pedagogies, assessments and professional development practices that foreground creative adaptation, reflective judgment and responsible AI use, without requiring advanced technical infrastructure. Social implications By foregrounding human agency and ethical judgment, ACI addresses social concerns related to over-reliance on algorithmic decision-making, bias and inequity in AI-mediated systems. The framework supports more responsible and inclusive educational futures by emphasizing human values, accountability and creativity as central to navigating technological change. Originality/value This paper introduces ACI as a novel conceptual framework that reframes future skills in response to AI-mediated learning environments. Unlike existing twenty-first-century skill models, ACI integrates sensemaking, creative transfer and human-centered ethical judgment into a unified competency grounded in human–AI co-agency. The paper advances originality by positioning creativity as a dynamic, context-responsive capacity rather than a static trait. Its value lies in offering educators, researchers and policymakers a coherent framework for curriculum design, assessment and teacher preparation aligned with emerging AI-driven educational futures.
Shadi F. Abu Khadra (2026) studied this question.