International cooperation on artificial intelligence in education is gaining momentum as UNESCO and education leaders push for safer, more inclusive ways to introduce AI assisted learning into schools. The November 5, 2026, development comes amid growing discussions about how primary and secondary education systems can benefit from artificial intelligence without compromising student privacy, independent thinking or the essential role of teachers. A central part of this international effort is UNESCO’s 2026 Digital Learning Week, where more than 25 education ministers and designated representatives adopted a joint statement calling for education to remain a human right and a common good in the age of AI.
The discussions reflect a major challenge facing education systems: how to prepare children for a technology driven future while ensuring that classrooms remain safe, supportive and accessible. Artificial intelligence can help teachers prepare lessons, explain difficult subjects and provide additional learning support. However, its growing presence also raises questions about inaccurate information, personal data protection, academic honesty and unequal access to technology.
UNESCO’s September ministerial discussions provide an important foundation for this work. Separately, November 5 also features an online UNESCO Institute for Information Technologies in Education webinar with Central China Normal University, bringing international attention to human centred approaches to digital learning. These developments form part of a broader international policy conversation rather than evidence of a separately announced global curriculum agreement on November 5.
Why International Cooperation on AI in Education Matters
Artificial intelligence is changing how students access information and how educators prepare learning materials. A student struggling with a mathematics problem, for example, may use an AI assistant to receive a simpler explanation or additional practice questions. A language learner may benefit from personalised exercises, while a teacher can use digital tools to prepare reading materials suited to different ability levels.
These possibilities are attracting interest from education ministries because traditional classroom resources do not always meet the needs of every learner. Large classrooms, limited teaching materials and shortages of trained educators can make individual support difficult. Carefully selected AI applications may help address some of these challenges.
Nevertheless, the benefits depend on responsible implementation. An AI system can generate incorrect explanations, reproduce social biases or provide information that is unsuitable for a child’s age. Students may also become overly dependent on automated answers instead of developing their own reasoning and problem solving abilities.
International cooperation can help countries address these risks through shared principles, teacher training and practical guidance. Rather than allowing technology companies to determine how AI enters classrooms, education authorities can establish clear expectations based on children’s rights, educational quality and public accountability.
UNESCO’s 2026 Ministerial Statement Establishes Eight Priorities
During Digital Learning Week, held at UNESCO Headquarters in Paris from September 8 to 11, more than 25 education ministers and designated representatives adopted a joint ministerial statement on sustaining education as a common good in the age of artificial intelligence.
The statement identifies eight priorities for governments and education stakeholders. These priorities provide a policy foundation for countries considering how to introduce AI into school curricula, teacher development programmes and educational administration.
1. Protect the Public Interest
Education authorities should ensure that AI systems used in schools are subject to appropriate oversight. Governments need to understand how educational technologies operate, how they use information and whether their performance can be independently assessed. Schools should not become dependent on private platforms without clear accountability or reliable access to their educational data.
2. Develop Critical Thinking and AI Literacy
Students need more than the ability to operate AI applications. They should learn how these systems generate responses, recognise their limitations and assess whether the information they provide is reliable. AI education should encourage questioning, creativity and independent judgement rather than simply teaching children how to obtain automated answers.
3. Support Teachers Through Professional Training
Teachers remain central to effective education. UNESCO’s recommendations call for professional development that enables educators to understand AI tools, evaluate their educational value and use them appropriately. Teachers should also participate in decisions about which technologies are introduced into their classrooms.
4. Make AI Appropriate for Children’s Ages
Primary and secondary students have different developmental needs. An application suitable for older teenagers may not be appropriate for younger children. Educational institutions should consider age restrictions, content safeguards and the ability to discontinue systems that create unacceptable risks.
5. Protect Student and Teacher Information
AI applications can collect personal information through questions, assignments, uploaded documents and learning activities. Schools must understand what information is collected, how long it is retained and whether it is shared with third parties. Strong data protection policies are particularly important when dealing with children.
6. Ensure Equal Access and Inclusion
Educational AI should work for students with different abilities, languages and social backgrounds. Tools that only perform well in widely spoken languages may disadvantage children who study in regional or minority languages. Governments should also consider students who have limited internet access or cannot afford personal devices.
7. Evaluate the Full Cost of Educational Technology
Purchasing an AI platform involves more than paying for a subscription. Schools must consider equipment, internet connectivity, maintenance, staff training, data protection and future upgrades. UNESCO encourages interoperability and open source options where appropriate, allowing education systems to avoid unnecessary dependence on individual providers.
8. Strengthen National and Regional Cooperation
Countries have different levels of technological development and educational resources. UNESCO encourages governments to share knowledge, develop policy expertise and work together so that less developed education systems are not left behind. Regional cooperation can also help countries respond to common challenges involving technology providers and cross border data services.
How AI Could Change Primary and Secondary Classrooms
The integration of artificial intelligence into school education could influence almost every stage of the learning process. However, its most useful applications may be those that support existing teaching methods rather than attempt to replace them.
In primary schools, age appropriate AI applications could help children practise reading, understand basic mathematics and explore introductory science concepts. Interactive exercises may allow students to receive explanations at their own pace, particularly when they need additional help with a lesson.
At the secondary level, AI assisted learning could support research, language development, coding, mathematics and scientific problem solving. Students could use carefully supervised applications to explore complex subjects, compare different explanations and practise analytical skills.
Teachers may also benefit from these technologies. AI tools can assist with preparing lesson outlines, generating practice questions, organising educational materials and identifying areas where students need additional support. However, teachers must review generated content before using it in the classroom because automated systems can produce misleading or inaccurate information.
UNESCO’s Existing AI Competency Frameworks Provide a Foundation
UNESCO has already developed international resources to help countries prepare students and teachers for the growing use of artificial intelligence. Its AI Competency Framework for Students, published in August 2024, identifies 12 competencies across four dimensions: a human centred mindset, ethics of AI, AI techniques and applications, and AI system design.
The framework also establishes three levels of student development: understand, apply and create. This approach encourages schools to introduce AI knowledge gradually, allowing students to develop basic awareness before progressing towards more advanced applications and creative projects.
UNESCO’s AI Competency Framework for Teachers complements this work by addressing the knowledge and professional skills educators need to use artificial intelligence responsibly. The objective is to help teachers understand the technology, recognise potential risks and make informed decisions about its use in different educational settings.
These resources offer practical foundations for education ministries reviewing national curricula. Further information about UNESCO’s work is available through its artificial intelligence and education programme.
Privacy and Child Protection Remain Major Concerns
One of the most sensitive issues surrounding AI in schools is the collection and processing of children’s personal information. Many educational applications request student details, record learning activities or analyse individual performance to generate recommendations.
Without appropriate safeguards, this information could be exposed, misused or retained longer than necessary. Schools must therefore understand the privacy policies of technology providers before introducing their products to students.
Education authorities should establish clear rules covering parental consent where required, data retention, access permissions and the use of student information for commercial purposes. Children should also receive age appropriate explanations about how AI applications work and what information they should avoid sharing.
UNESCO’s 2023 guidance on generative AI in education and research provides an important reference for these concerns. It recommends a human centred approach, appropriate age restrictions and stronger protection of personal information. These principles remain relevant as generative AI becomes more widely available to younger users.
Teachers Must Remain at the Centre of Digital Learning
Although AI can provide quick explanations and generate educational materials, it cannot fully reproduce the relationships that make effective teaching possible. Teachers recognise emotional difficulties, encourage students who lack confidence and adapt explanations when a child struggles to understand a concept.
These responsibilities require human judgement and an understanding of individual circumstances. An automated application may identify that a student repeatedly answers mathematics questions incorrectly, but a teacher can investigate whether the problem involves a misunderstanding, language difficulties or a lack of confidence.
For this reason, professional development should accompany the introduction of AI assisted learning. Teachers need practical training, opportunities to test educational applications and clear guidance about when automated assistance is appropriate.
We should view artificial intelligence as an additional classroom resource, not a substitute for experienced educators. Its value will ultimately depend on whether it helps teachers provide better educational experiences while preserving meaningful interaction between students and their instructors.
November 5 Webinar Brings International Experts Into the Discussion
International discussion continued on November 5, 2026, through an online webinar organised by the UNESCO Institute for Information Technologies in Education and Central China Normal University. Titled AI, ICT and Digital Technology for Human Centred Student Learning and Development: Global Perspectives and Practical Cases, the event examined how artificial intelligence, generative AI and immersive technologies are influencing teaching and student development.
The 90 minute webinar was scheduled to take place online at 11:00 Moscow time, with English as its working language. Its focus on practical examples and responsible technology integration reflects the wider international interest in ensuring that educational innovation serves students rather than allowing technology to dictate learning priorities.
Such discussions provide opportunities for researchers, policymakers and educators to exchange experiences. They can also help countries identify approaches that work in different educational environments, particularly where access to devices, reliable internet and trained teachers remains uneven.
What the International Initiative Means for Developing Countries
Developing countries face particular challenges when introducing AI into public education systems. Some schools have modern computer laboratories and reliable internet connections, while others operate with limited equipment, insufficient digital resources and shortages of trained staff.
For these education systems, adopting expensive AI platforms without addressing basic infrastructure could increase existing inequalities. Students with access to advanced digital tools may receive additional learning opportunities, while children in underserved communities fall further behind.
International cooperation can help governments address these differences through teacher training, affordable educational resources, multilingual applications and investment in digital infrastructure.
Countries such as Pakistan also have an opportunity to consider how AI literacy can become part of broader educational development. Any national approach would need to account for regional languages, differences between urban and rural schools, student privacy and the availability of qualified teachers. Affordable technology and accessible training should remain priorities rather than assuming that every student has access to a personal computer or high speed internet.
What Comes Next for Global AI Education Policy?
The next stage will involve translating international recommendations into practical national policies. Education ministries will need to review existing curricula, identify appropriate learning objectives and determine which AI applications meet educational and safety requirements.
Schools will also need measurable ways to evaluate whether AI assisted learning actually improves student outcomes. These assessments should examine understanding, critical thinking, creativity and accessibility rather than relying exclusively on the number of digital tools introduced into classrooms.
Governments, universities, teachers, parents and technology providers will all have responsibilities in this process. Their cooperation can help ensure that educational technology is introduced carefully, with clear expectations and appropriate protections.
Building a Safer and More Inclusive Future for Education
UNESCO’s international work on artificial intelligence reflects an important shift in educational policy. The discussion is no longer limited to whether schools should use AI. Governments are increasingly considering how these systems should be governed, what students need to learn about them and how educators can remain in control of classroom decisions.
The opportunities are considerable. AI assisted applications could provide additional learning support, make educational resources more accessible and help teachers manage demanding workloads. Yet these benefits will only be meaningful if schools protect children’s information, maintain educational standards and ensure that technology does not widen existing inequalities.
The ministerial statement adopted during Digital Learning Week provides a shared policy direction, while international research and educational discussions continue to inform practical implementation. For students, the ultimate measure of success will not be how frequently artificial intelligence appears in their classrooms. It will be whether they receive a better education, develop stronger independent thinking skills and gain the knowledge needed to participate responsibly in a changing society.
As international partners continue their work, one principle should remain central: technology must serve education, and education must serve people. A responsible approach to AI can help prepare the next generation for future opportunities without sacrificing the human relationships, creativity and critical thinking that make learning meaningful.
