On the eve of International Education Day, celebrated on January 24, in an interview with the UN News Service, Shafik Isaacs, head of the UNESCO Section for Technology and AI in Education, noted that the main goal of the organization is not to promote technology for its own sake, but to improve educational systems for all.
UNESCO, working with 194 countries, over 1,200 research departments, and an extensive network of partners, acts as a global coordinator and normative institution. The organization shapes international discourse based on human rights and the Sustainable Development Goals through events such as Digital Learning Week and publications, including the "Recommendation on the Ethical Aspects of Artificial Intelligence."
Myths about AI in Education
Isaacs emphasizes that discussions about artificial intelligence in education often rely on myths that can undermine the future of learning.Myth of Replacing Teachers "While AI can effectively manage data, it cannot replace human interaction and development. Education is a social and cultural process, not just the transmission of information," she stated.
Reducing the role of educators to mere data keepers threatens the very essence of education.
UNESCO emphasizes the need to invest in teachers, as it is projected that by 2030, the world will need about 44 million new teachers.
Myth of Personalization Personalization, often associated with AI, turns out to be merely "standardized individualization," where a student alone with a screen follows programmed paths.
True learning, according to Isaacs, should develop critical thinking, creativity, and ethical foundations, as well as the ability to interact with others.
Myth of Speed "Most discussions about AI focus on how quickly a student can find the right answer. However, in education, speed often contradicts the depth of understanding. The learning process requires effort, and slow contemplation of information is important," she noted.
Where AI Can Be Useful
Isaacs believes that we must avoid the trap of evaluating effectiveness, where learning outcomes are assessed solely based on test scores.AI can serve as an assistant that encourages students to think and seek solutions rather than simply memorize answers. This approach is the foundation of the "Competency Framework for AI" for educators and students.
Technologies can also enhance linguistic and cognitive inclusivity. Locally developed models can support the development of indigenous and marginalized languages and provide support for neurodiverse learners.
Moreover, AI can serve as an early warning system to identify students who may leave school for various reasons, provided that the algorithms are not biased against class, race, or gender.
Main Risks
Isaacs identifies three main threats.Cognitive Offloading
- The increasing number of children and adults relying on AI to perform complex thinking tasks may lead to the formation of a generation capable of generating text but unable to engage in deep critical reflection.
- The risks of losing control over data, as well as its privacy and security, remain one of the most serious threats, according to UNESCO.
- She called for protecting the "right to develop human and critical subjectivity" for both teachers and students, viewing "school as a space for social justice and human connection, not just as a protocol for transmitting information."
Holistic Approach to Teachers and Students
Teaching, according to Isaacs, should not compete with machines: "It is a high-level human endeavor that involves support, mentoring, and creating social support in the learning process."The "Competency Framework for AI for Teachers" emphasizes the importance of pedagogical subjectivity, ethical decision-making, and understanding AI principles, as well as the ability to identify situations where its use is inappropriate and collaboratively develop technologies and career paths.
The model for students focuses not only on labor market demands but also on ethics, responsibility, creativity, critical thinking, mental health care, and active civic participation.
Future Perspectives
Isaacs points out that the global dialogue is changing: "We are moving from discussing the use of AI to achieve SDG 4 to questions of AI governance to ensure that education remains a public good."UNESCO advocates prioritizing public interests over commercial goals, for ethical systems designed with safety requirements in mind, international solidarity, and the creation of a common resource for AI infrastructure in education.
"The gap in AI is becoming the new digital divide," warns Isaacs. "An updated multilateral approach emphasizes that global solidarity is critically important to prevent AI from becoming a tool of technological fragmentation."Photo on the main page is illustrative: mostpp.ru.
