Psychology Education Needs an Ambitious Vision of AI Proficiency – Comment on Robinson et al. (2026)

Robinson et al. propose embedding AI proficiency into psychology curricula, mapping it onto established educational guidelines. This comment argues that the proposition could reach further and be more ambitious. I contend that psychology should prepare graduates not only as competent users of AI, but as active contributors to its design, evaluation, and governance. I emphasize three domains where psychology graduates who combine psychology proficiency and AI proficiency can make distinctive, interdisciplinary contributions: evaluating AI systems, designing human–AI interaction, and shaping AI governance and policy. Taking such an ambitious perspective will strengthen psychology's role in realizing human-centered AI.