Abstract
This article develops an educational-theoretical foundation for low-threshold AI education. Beginning with a conceptual critique that identifies three incompatible meanings of «low-threshold» in the relevant reference documents, it unfolds the concept of the double opening: access opening (the dismantling of epistemic, techno-material, and socio-symbolic barriers) and subject-matter opening (the multi-perspectival engagement with AI as an epoch-typical key problem). The educational-theoretical grounding combines Klafki’s theory of categorical Bildung with Freire’s critical consciousness formation, and identifies the tension between these two positions as a productive engine of the concept. The combination of both dimensions – access and subject matter – is argued to be the necessary condition of low-threshold AI education in the emphatic sense: access opening without subject-matter opening produces inclusion in a narrowed canon; subject-matter opening without access opening produces multi-perspectivity as an elite project. For teacher education, three reform principles – de-disciplinarisation, simultaneity, and empowerment – are argued for and defended against institutional objections. The article constitutes an educational-theoretical intervention in the AI literacy discourse, arguing that the Bildung-theoretical question – what should the subject matter be, and for whom, under what conditions? – cannot be adequately posed within a literacy framework alone.