UNESCO urges education systems to move beyond AI access and focus on quality, safety

As artificial intelligence (AI) reshapes education, UNESCO is urging education systems to look beyond access to technology and address deeper questions of quality, safety, teacher preparedness and accountability.

The call emerged from a Strategy Lab organised by UNESCO’s Digital Transformation Collaborative (DTC) at the organisation’s headquarters in Paris on September 11, 2026. The session brought together more than 200 policymakers, education partners and practitioners during Digital Learning Week 2026 to examine whether existing frameworks can keep pace with the rapid evolution of AI.

The discussions focused on the DTC’s Six Pillars Framework, a tool designed to guide digital transformation in education. Participants assessed how the framework could respond to AI’s expanding role, its potential to widen educational opportunities and the risks of deepening existing inequalities.

A key message from the session was that providing access to AI is no longer enough. Education systems must also consider the quality of the tools they adopt, their capacity to use them responsibly, and the resilience needed to manage technological change. Equally important are questions about who owns AI systems, who uses them and who ultimately benefits from them.

AI offers new opportunities but raises concerns

Participants explored how accessible and inclusive AI tools could expand learning opportunities for students with disabilities and help young people address challenges in their communities.

Potential applications extend beyond conventional classroom learning to areas such as climate action, Indigenous language preservation and the protection of natural resources in the Amazon. These examples highlighted AI’s capacity to support locally driven solutions and make learning more relevant to communities.

However, the opportunities come with significant responsibilities. Participants repeatedly raised concerns about whether teachers have the training, skills and support needed to use AI ethically and effectively.

As teachers’ roles evolve, education systems must equip them to critically assess AI-generated information, make informed decisions about its use and help students develop the same capabilities. Without adequate preparation, the growing presence of AI could outpace educators’ ability to guide its use in classrooms.

Six pillars put to the test

The Strategy Lab examined AI’s impact through six parallel groups, each focusing on one pillar of the DTC framework.

Content and solutions: Participants examined the quality and openness of AI-powered platforms, their alignment with curricula, the implications for assessment and certification, and the role parents and caregivers should play in shaping students’ learning experiences.

Capacity and culture: Discussions centred on future-ready skills, changing competencies and mindsets, critical thinking and the importance of involving communities in decisions about AI in education.

Connectivity and infrastructure: Participants argued that the challenge extends beyond connecting schools to the internet. AI needs to become a system-wide capability supported by collaboration, open data and models, and infrastructure that can serve schools at scale.

Cost and sustainability: Concerns included the durability of devices, the financial burden of adopting new technologies and the risk that AI could widen existing educational inequalities. Participants also highlighted the need to teach students about sustainability as part of their education.

Data and evidence: The group examined whether data used by AI systems is reliable, traceable and transparent. Participants also questioned whether AI genuinely improves learning outcomes and encourages creativity, rather than simply speeding up tasks, and who should be held accountable when these systems fail to deliver.

Coordination and leadership: Participants called for stronger government ownership and greater involvement in researching and designing AI tools. They also stressed the need for better coordination across education systems increasingly reliant on multiple, competing technology providers.

Framework to inform future AI policy

The outcomes of the Strategy Lab will feed directly into the DTC’s AI workstream, helping shape the next iteration of the Six Pillars Framework and its maturity assessment questionnaire.

The work is intended to help education systems assess their readiness for digital transformation and identify areas requiring stronger policies, investment and institutional support.

The discussions will continue at the Global Education Coalition’s annual meeting in March 2027, where a dedicated session will further examine the implications of AI for education systems.

As AI becomes more deeply embedded in education, the challenge facing policymakers is no longer simply how to introduce new technology into schools. It is how to ensure that its use improves learning, supports teachers, protects students and delivers benefits fairly across education systems.