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In her keynote address at the Onassis Foundation’s festival on artificial intelligence on July 4, 2024, in Athens, Greece, UNESCO Assistant Director-General for Education Stefania Giannini highlighted the transformative potential and inherent risks of artificial intelligence (AI) in education. Drawing parallels to the myth of Prometheus, who gifted humanity with fire, Giannini emphasized that AI, like fire, has the power to revolutionize our lives while posing significant dangers if mismanaged.
The Dual Nature of AI in Education
Artificial intelligence, particularly generative AI, stands at the forefront of technological advancement, offering unprecedented opportunities for educational transformation. However, it also introduces complex challenges that must be addressed to ensure equitable and inclusive educational outcomes. Giannini underscored the importance of understanding these dynamics by reflecting on the COVID-19 pandemic’s impact on education. The sudden shift to technology-driven learning exposed the limitations and unintended consequences of relying heavily on digital solutions.
“Generation AI” – today’s students and tomorrow’s citizens – must navigate a landscape shaped by rapid technological advancements. Each digital revolution, from personal computers to mobile devices and social media, has redefined our social and educational frameworks. The latest wave, driven by generative AI like ChatGPT, continues this trend, reshaping how we learn and interact with information.
UNESCO’s Role in Shaping AI Integration
UNESCO has been at the forefront of addressing the implications of AI in education. The organization’s recent research, pedagogical tools, and normative instruments aim to guide the integration of AI technologies while adhering to principles of inclusion, equity, quality, and accessibility. The 2023 Global Education Monitoring Report emphasizes that technology, including AI, is not ideologically neutral and must be scrutinized to avoid perpetuating biases.
The epistemological and existential challenges posed by AI are significant. For the first time, technology enables humans to be both consumers and producers of knowledge, creating a symbiotic relationship between human intelligence and intelligent machines. AI applications, such as GPT-4, are built on vast datasets, reflecting centuries of human knowledge. This raises critical questions about the cultural and linguistic biases embedded in these technologies.
Addressing Linguistic, Cultural, and Geopolitical Concerns
Generative AI systems often reflect the worldviews of the leading countries in AI research and investment. This concentration of influence can lead to a homogenized knowledge base, excluding diverse linguistic and cultural perspectives. For instance, most AI applications are trained primarily on English, marginalizing the vast majority of the world’s languages.
To mitigate these issues, UNESCO advocates for the development of strong normative frameworks at governmental and international levels. These frameworks should prioritize transparency, fairness, and ethics across various sectors, including governance, data protection, research, education, health, and the environment. UNESCO’s 2021 Recommendation on the Ethics of AI serves as a foundational global instrument guiding national AI strategies and policies.
Transforming Educational Systems for the AI Era
Educational systems must evolve to equip learners with the skills and competencies required in a digital age. This involves reimagining curricula, assessment methods, and the role of teachers. AI’s capabilities in language translation, for example, challenge traditional language learning approaches, yet the cultural richness conveyed through human translation remains invaluable.
Assessment systems must also adapt to the realities of AI. The ability of AI applications to pass complex exams, such as the bar exam in the United States, raises ethical questions about the future of assessments. Rather than blocking AI use, educational institutions should focus on developing assessments that emphasize critical thinking and evidence-based argumentation.
The teacher’s role will undoubtedly change with the advent of AI tutors. However, the global shortage of qualified teachers underscores the need for investment in teacher training and digital skills. Generative AI can complement but not replace the human elements essential to effective education.
Steering AI for the Public Good
UNESCO’s efforts extend beyond transforming educational systems to shaping AI’s role in society. The organization’s 2023 Guidance to Generative Artificial Intelligence in Education and Research outlines key actions for regulating AI based on safety and appropriateness for teaching and learning. These actions include protecting data privacy, updating copyright laws, and setting age limits for AI use in education.
The real agents of transformation are students and teachers. UNESCO is developing competency frameworks for using generative AI, emphasizing ethical, effective, and safe usage. These frameworks are part of a broader program on global citizenship education, preparing learners to navigate the digital age with independent judgment, critical thinking, and emotional intelligence.
Conclusion
As members of Generation AI, it is our responsibility to navigate the promises and perils of artificial intelligence. By exercising foresight and making informed choices about which technologies to adopt, we can steer AI toward more peaceful, just, and sustainable futures. The task ahead requires a collective effort to ensure that AI serves the public good and enhances our diverse knowledge systems without compromising ethical standards.
Source: UNESCO
