Recent empirical research by Sharma et al. (2026) demonstrated that AI assistant interactions carry meaningful potential for situational human disempowerment, including reality distortion, value judgment distortion, and action distortion. While this work provides a critical diagnosis of the problem, concrete pedagogical interventions remain underexplored. I present an AI literacy framework built around eight cross-cutting Learning Outcomes (LOs), developed independently through teaching practice and subsequently found to align with Sharma et al.'s disempowerment taxonomy. I report a case study from a publicly available online course, where a co-teaching methodology--with AI serving as an active voice co-instructor--was used to deliver this framework. Drawing on inoculation theory (McGuire, 1961)--a well-established persuasion research framework recently applied to misinformation prebunking by the Cambridge school (van der Linden, 2022; Roozenbeek & van der Linden, 2019)--I argue that AI literacy cannot be acquired through declarative knowledge alone, but requires guided exposure to AI failure modes, including the sycophantic validation and authority projection patterns identified by Sharma et al. This application of inoculation theory to AI-specific distortion is, to my knowledge, novel. I discuss the convergence between the pedagogically-derived framework and Sharma et al.'s empirically-derived taxonomy, and argue that this convergence--two independent approaches arriving at similar problem descriptions--strengthens the case for both the diagnosis and the proposed educational response.

翻译：Sharma等人（2026年）的最新实证研究表明，AI助手交互具有显著的情境性人类去权化潜力，包括现实扭曲、价值判断扭曲和行为扭曲。尽管该研究对问题进行了关键诊断，但具体的教学干预措施仍未得到充分探索。本文提出一个围绕八个跨领域学习成果构建的AI素养框架，该框架通过独立的教学实践开发，随后被发现与Sharma等人的去权化分类体系相契合。我报告了一个来自公开在线课程的案例研究，其中采用AI作为主动发声的联合教师的协同教学方法来实施该框架。借鉴免疫理论（McGuire, 1961）——一个成熟的 persuasion 研究框架，近期被剑桥学派应用于错误信息预驳斥研究（van der Linden, 2022; Roozenbeek & van der Linden, 2019）——我认为AI素养不能仅通过陈述性知识获得，而需要引导学习者接触AI的失效模式，包括Sharma等人识别的谄媚式认同与权威投射模式。据我所知，将免疫理论应用于AI特定扭曲现象具有创新性。我讨论了教学衍生的框架与Sharma等人实证衍生的分类体系之间的趋同性，并论证这种趋同性——两种独立方法得出相似问题描述——同时强化了问题诊断与所提教育应对方案的说服力。