Recent empirical research demonstrates that AI assistance, while increasing short-term productivity, can impair skill development when users engage in passive cognitive offloading. However, the prevailing discourse frames AI’s impact on skill formation as a binary—either AI helps, or it hinders learning. This paper proposes the AI Skill Development Framework, which reconceptualizes AI-assisted skill formation as a multi-stage epistemic loop rather than a direct outcome of AI use. Building on experimental evidence from randomized studies of AI-assisted programming and grounded in process-based learning theory and phenomenological analyses of human–AI collaboration, the framework distinguishes five stages: cognitive offloading, cognitive engagement, iterative refinement with standards, external verification, and consolidation. The central theoretical contribution is the identification of external verification—validation occurring outside the user–AI dyad through expert review, peer evaluation, real-world application, or independent evaluative systems—as the decisive mediator of skill retention. Cognitive offloading and overreliance are reinterpreted not as inherent failures of AI use, but as predictable early-stage behaviors that become harmful only when subsequent epistemic loops are absent. The framework yields four testable hypotheses and a practical pedagogy organized around epistemic roles rather than technical prompting skills. The paper concludes that effective AI education must prioritize epistemic practice—how to question, iterate, apply, and verify AI outputs—over prompt engineering, and that skill formation requires an epistemic loop extending beyond the user–AI interaction.