On the eve of International Education Day on January 24, in an interview with UN News journalist Evgenia Kleshcheva, Shafik Isaacs, head of the UNESCO Section for Technology and AI in Education, noted that the main goal of the organization is not the blind promotion of technologies, but the improvement of educational systems for the benefit of all.
UNESCO plays the role of a global coordinator and standard-setting institution, collaborating with 194 member states and more than 1,200 research departments, as well as a wide network of partners. Through events such as Digital Learning Week and publications, including the "Recommendation on the Ethical Aspects of Artificial Intelligence," the organization shapes global discourse based on human rights principles and the Sustainable Development Goals.
Myths about the Role of AI in Education
Isaacs emphasizes that discussions about artificial intelligence in education are often based on myths that can threaten the future of learning.Myth of Replacing Teachers"While AI can manage data, it cannot develop personality. Education is a social and cultural process, not just the transmission of information," she stated.
Reducing the role of the educator to that of a data administrator undermines the very essence of the educational process.
UNESCO emphasizes the need for investment in teachers, including the 44 million educators projected to be needed by 2030.
Myth of PersonalizationThe term "personalization of learning" through AI often implies "standardized individualization," where the student is one-on-one with a screen following algorithmic instructions.
Genuine learning, as noted by Isaacs, is social in nature and should develop critical thinking, creativity, ethical foundations, and skills for interacting with others.
Myth of Speed"In debates about AI, success is often measured by how quickly a student finds an answer. However, in education, speed can be the enemy of depth. Students need cognitive effort and time for critical reflection," she added.
Opportunities for AI Application
A UNESCO representative asserts that we must avoid the "efficiency trap," where learning outcomes are assessed solely based on test scores.AI can become a critically-minded assistant that encourages students to reflect and seek solutions, rather than simply copying answers. This approach reflects the "Competency Framework for AI" for students and educators.
Technologies can also enhance linguistic and cognitive inclusivity, supporting the preservation of indigenous languages and assisting neurodiverse learners.
Moreover, AI can serve as an early warning system to identify students who may be on the brink of dropping out, provided that algorithms do not exacerbate bias based on race, gender, or social characteristics.
Key Risks
Isaacs identifies three main threats.Cognitive Overload
- With an increasing number of students using AI to perform complex mental tasks, there is a risk of creating a generation that can generate texts well but cannot think critically.
- Additionally, there is a risk of losing control over data and privacy violations, which UNESCO considers one of the most serious threats.
- She emphasized the importance of protecting the "right to develop human and critical subjectivity" for both teachers and students, as well as the need to view "school as a space for social justice and human connections, not just as a protocol for data transmission."
Holistic Approach to Teachers and Students
Isaacs noted that the task of teaching is not to compete with machines: "It is a high-level human job that involves support, mentorship, ethical guidance, and creating a social foundation in the learning process."The "Competency Framework for AI for Teachers" emphasizes pedagogical subjectivity, ethical decision-making, understanding how AI works, and skills for determining when its use is inappropriate, as well as co-creating technologies and professional development.
The competency model for students goes beyond mere market demands, highlighting the importance of ethics, responsibility, creativity, critical thinking, and social engagement.
Future Prospects
According to Isaacs, the global dialogue is shifting from "how to use AI to achieve SDG 4" to "how to manage AI so that education remains a public good."UNESCO advocates for prioritizing public interests, ethical systems designed with safety in mind, international solidarity, and creating a shared space for AI in education, including open models and research.
"The gap in AI is becoming a new digital divide," Isaacs noted. "An updated multilateral approach is critically important to prevent AI from becoming a tool for technological fragmentation."The image on the homepage is illustrative: mostpp.ru.
