This working group aims to develop a research-based AI concept inventory (AI CI) to assess the understanding of foundational AI concepts among non-experts. By identifying core concepts and common misconceptions through literature reviews, expert consultations, and iterative validation, the group will create a user-friendly assessment tool that can be used to capture snapshots of AI understanding, support benchmarking across contexts, and inform educational initiatives and policy. Designed for diverse non-expert audiences, including educators, students, and the general public, this tool can provide valuable insights into how AI knowledge evolves over time, contributing to the broader goal of promoting AI literacy in everyday contexts.

Characterising code quality is a challenge that was addressed by Börstler et al. 's working group in 2017. As emerged from their study, educators, developers and students have different perceptions of the manifold aspects involved, and a major conclusion of that WG was that "code quality should be discussed more thoroughly in educational programs" [2, p. 70]. However, the lack of materials and the time constraints have slowed down progress in that regard.

Professional accreditation in medicine and religious organizations started in the 1800s; business and engineering followed in the early 1900s. Program accreditation in computing commenced in the 1980s after computer science, informatics, and information systems programs had become widespread. In 2008, accrediting bodies in eight countries signed the Seoul Accord to set up mutual recognition of professional computing degrees. Although competency-based learning has existed for centuries, it has only made headway in computing in the last dozen years. Computing Curricula 2020 defined competency as the amalgamation of knowledge, skills, and dispositions. This working group report examines professional accreditation in computing, exploring aspects of professional accreditation criteria that support competency-based learning. The report will help educators understand professional accreditation and competency-based learning worldwide. Finally, it will also guide future efforts contributing to competency-based accreditation.

We determine the exact threshold of satisfiability for random instances of a particular NP-complete constraint satisfaction problem (CSP). This is the first random CSP model for which we have determined a precise linear satisfiability threshold, and for which random instances with density near that threshold appear to be computationally difficult. More formally, it is the first random CSP model for which the satisfiability threshold is known and which shares the following characteristics with random $k$-SAT for $k \geq 3$: The problem is NP-complete, the satisfiability threshold occurs when there is a linear number of clauses, and a uniformly random instance with a linear number of clauses asymptotically almost surely has exponential resolution complexity.

We determine the exact threshold of satisfiability for random instances of a particular NP-hard constraint satisfaction problem. The problem appears to share many of the threshold characteristics of random k-SAT for k /spl ges/ 3; for example, we prove the problem almost surely has high resolution complexity. We also prove the analogue of the (2+p)-SAT conjecture for a class of problems that includes this problem and XOR-SAT.