UNESCO: Governing Artificial Intelligence in Education

Committee: United Nations Educational, Scientific and Cultural Organization (UNESCO)
Agenda: Governing Artificial Intelligence in Education to Ensure Equal Access and Academic Integrity
Sponsors: Australia, Austria, Bulgaria, Canada, Czech Republic, Denmark, Hellenic Republic, Hungary, Indonesia, Ireland, Japan, Latvia, Namibia, New Zealand, Norway, Palau, Portugal, Slovakia, Slovenia, Sweden, Switzerland
Signatories: Bhutan, Botswana, Cambodia, Cyprus, Estonia, Finland, Kiribati, Lao, Lithuania, Malaysia, Malta, Marshall Islands, Micronesia, Mongolia, Myanmar, Nepal, Philippines, Republic of Korea, Romania, Samoa, South Africa, Timor-Leste, Tonga, Vanuatu, Vietnam, Zimbabwe

What the resolution does

The resolution recommends that member states establish and strengthen ethical governance frameworks for the responsible use of artificial intelligence in education, promoting transparency, accountability, fairness, non-discrimination and meaningful human oversight.

It encourages implementation through phased and nationally appropriate approaches: conducting national assessments of digital readiness, educational needs and institutional capacity; developing national AI implementation strategies with clear objectives and ethical safeguards; strengthening digital infrastructure, teacher preparedness and AI literacy; and periodically reviewing outcomes to address emerging technological developments and ethical considerations.

On access, it calls on member states to reduce the digital divide by expanding access to affordable digital devices, reliable internet connectivity, electricity and digital infrastructure; facilitating voluntary international partnerships, public-private partnerships, technology-sharing initiatives and concessional financing where appropriate; and prioritising support for developing countries, least developed countries, small island developing states and underserved rural communities.

On teachers and integrity, it calls on member states to strengthen teacher capacity and uphold academic integrity by integrating AI literacy, digital ethics and responsible AI use into teacher education and continuing professional development.

The resolution's most distinctive provisions concern Indigenous rights. It encourages member states to protect Indigenous knowledge, languages and cultural heritage from unauthorised collection, digitisation, commercialisation or use within AI systems, by establishing appropriate legal and institutional safeguards, ensuring the Free, Prior and Informed Consent of Indigenous communities before their knowledge is incorporated into AI technologies, and facilitating the voluntary exchange of best practices and pilot consultation programmes. It further encourages member states to ensure the meaningful participation of Indigenous peoples in the development, implementation and review of AI-related education policies, through consultation with Indigenous communities and the inclusion of Indigenous representatives in advisory and decision-making processes.

On international cooperation, it decides to strengthen capacity-building and technical assistance by supporting national AI-in-education strategies covering governance, curriculum development, teacher training and evaluation; facilitating policy guidance and voluntary knowledge-sharing; encouraging voluntary partnerships and financial contributions from member states with the capacity to provide assistance; and promoting collaboration with international financial and development institutions to facilitate technical expertise, grants, concessional financing and investment in digital infrastructure.

It invites the Chair to report to the Executive Board at its twelfth session on implementation.

What the preamble records

The preamble recalls the UNESCO Recommendation on the Ethics of Artificial Intelligence, adopted in 2021, and recognises AI's transformative potential to enhance educational innovation and personalised learning when implemented ethically and under meaningful human oversight.

It records that unequal access to reliable internet connectivity, electricity, digital infrastructure and financial resources continues to widen the digital divide, particularly affecting developing countries, least developed countries, small island developing states and rural communities. It bears in mind that member states are at different stages of technological development and AI readiness, and therefore require flexible, phased and nationally appropriate implementation strategies.

It records deep concern that many teachers and educational institutions have not received sufficient AI training, resulting in limited confidence integrating AI into classrooms and increased teacher workloads, and alarm at the misuse of AI for plagiarism, academic dishonesty, misinformation, algorithmic bias and excessive reliance that may undermine creativity, critical thinking and academic integrity. It emphasises that Indigenous knowledge, languages and cultural heritage may be collected, digitised, commercialised or used within AI systems without adequate protection or the consent of Indigenous communities.