Translation. Region: Russian Federation –
Source: United Nations – United Nations –
An important disclaimer is at the bottom of this article.
Evgeniya Kleshcheva
January 24, 2026 Culture and education
As artificial intelligence penetrates deeper into education systems, the question becomes more pressing: does it improve the quality of learning—or does it undermine the learning process and threaten the well-being of future generations?
In an interview with the UN News Service ahead of International Day of Education, which are celebrated on January 24, Shafika Isaacs, Chief of UNESCO's Section on Technology and AI in Education, emphasized that the organization's mission is not to promote technology for its own sake, but to develop education systems for the benefit of all people. UNESCO serves as a global coordinator, normative benchmark, and capacity-building institution, collaborating with 194 Member States, more than 1,200 research chairs, and a broad network of partners. Through forums such as Digital Learning Week, as well as through publications, including Recommendation on the Ethical Aspects of Artificial Intelligence, the organization shapes a global discourse based on human rights and Sustainable Development Goals.
Myths about AI in Education
According to Isaacs, the discussion of AI in education is largely shaped by a number of myths that threaten the future of learning.
The myth of teacher substitution
"AI can manage data transfer, but it cannot manage human development. Education is, at its core, a social, human, and cultural process, not a technical download of data," she emphasized.
The idea that AI can replace teachers, Isaacs added, is a "fundamental mistake." Reducing the role of educators to that of data administrators undermines the very foundation of education.
Rather than focusing solely on technology, UNESCO emphasizes the need to invest in teachers – including the estimated 44 million teachers the world will need by 2030.
The Myth of Personalization
What is often called AI-powered personalization of learning is in fact “standardized individualization” – the learner, alone in front of a screen, follows an algorithmic path.
Authentic learning, Isaacs emphasizes, is social in nature. It should develop critical thinking, creativity, ethical principles, and the ability to build relationships with others and the environment.
The Myth of Speed
"In dominant discussions of AI, success is measured by how quickly a student finds the right answer. But in education, speed is often the enemy of depth. Effortless learning is thought to be better. In reality, students require cognitive effort, a slow and complex process of critical reflection," she noted.
Where AI can really help
According to a UNESCO representative, the world needs to avoid the so-called "efficiency trap," where learning outcomes are assessed solely by test scores. Instead, AI, she says, offers the opportunity to "rethink the very nature of the learning process."
AI can act as a Socratic, critical assistant, encouraging students to think and explore solutions rather than relying on predefined answers. This approach underlies the "AI Competency Framework" for teachers and students.
Technology also has the potential to enhance linguistic and cognitive inclusivity. Locally developed models can support the preservation and development of indigenous and marginalized languages and provide targeted support for neurodiverse learners.
Furthermore, AI can serve as an early warning system to identify students who may be at risk of dropping out of school for any reason, provided that the algorithms do not reinforce bias based on class, race, gender, or geography.
Main risks
Isaacs identifies three key threats.
Cognitive unloading
The point is that more and more children and adult learners are using AI to perform the most complex mental tasks. This, according to Isaacs, threatens to create a generation capable of generating texts but incapable of deep critical thinking.
Algorithmic bias and loss of data sovereignty
“Without community-owned and culturally relevant AI systems, we are effectively handing over the operating system of our children’s thinking to a few tech companies,” she warned.
The risk of losing control over children's and adults' data, as well as the violation of their privacy, security, and safety, remains one of the most serious threats, according to UNESCO.
The erosion of the social contract
"If we move to a world where the student sits alone in front of a screen and the teacher is reduced to the role of data manager, we will lose the very spirit of the education system and the teaching profession," Isaacs said.
She called for the protection of the "right to develop the human and critical subjectivity" of teachers and students, and for the consideration of "school as a space of social justice and human connection, not simply as a data protocol."
Teachers and students as integral individuals
Teaching, Isaacs emphasized, is not about competition with machines“We are talking about high-level human work in support, mentoring, ethical guidance and creating social support in the learning process.”
The AI Competency Framework for Teachers emphasizes pedagogical agency, ethical decision-making, understanding how AI works, recognizing when it should not be used, and co-creating technologies and professional development pathways.
The competency model for students goes far beyond labor market requirements. It emphasizes ethics and responsibility, creativity and critical thinking, mental health, and civic and social engagement.
A look into the future
According to Isaacs, the global dialogue is shifting "from how to use AI to achieve goals SDG 4, on the question of how to manage AI so that education remains a public good."
UNESCO advocates for the priority of public interests over commercial ones, for ethical systems that are built from the ground up with safety in mind, for international solidarity, and for the creation of a global public space for AI in education – a shared resource of infrastructure, open models, and research.
"The AI divide is becoming the new digital divide," Isaacs warned. "And a renewed multilateral approach means global solidarity is critical to preventing AI from becoming a tool of technological fragmentation."
Please note: This information is raw content obtained directly from the source. It represents an accurate account of the source's assertions and does not necessarily reflect the position of MIL-OSI or its clients.
