Giannini is more concerned that regulations can only be built once the proper research has been conducted even though AI tools open new opportunities for learning.

Here are some of her concerns:

Readiness of schools to regulate the use of AI tools in education

In May, a UNESCO global survey of over 450 schools and universities found that fewer than 10% have developed institutional policies and/or formal guidance concerning the use of generative AI applications. The paper observes that in most countries, the time, steps and authorizations needed to validate a new textbook far surpass those required to move generative AI utilities into schools and classrooms. Textbooks are usually evaluated for accuracy of content, age-appropriateness, relevance of teaching and accuracy of content, cultural and social suitability which encompasses checks to protect against bias, before being used in the classroom.

Education systems must set own rules

The education sector cannot rely on the corporate creators of AI to regulate its own work. To vet and validate new and complex AI applications for formal use in school, UNESCO recommends that ministries of education build their capacities in coordination with other regulatory branches of government, in particular those regulating technologies.

Potential to undermine the status of teachers and the necessity of schools

The paper underscores that education should remain a deeply human act rooted in social interaction. It recalls that during the COVID-19 pandemic, when digital technology became the primary medium for education, students suffered both academically and socially. The paper warns us that generative AI in particular has the potential to both undermine the authority and status of teachers, and to strengthen calls for further automation of education: Teacher-less schools, and school-less education. It emphasizes that well-run schools, coupled with sufficient teacher numbers, training and salaries must be prioritized.

Education spending must focus on fundamental learning objectives

The paper argues that investment in schools and teachers, is the only way to solve the problem that today, at the dawn of the AI Era, 244 million children and youth are out of school and more than 770 million people are non-literate. Evidence shows that good schools and teachers can resolve this persistent educational challenge – yet the world continues to underfund them.

New and emerging challenges of digital technologies in education

Digital technology has exhibited a disturbing track record of widening divides within and between countries in education and beyond. AI technology will most probably accelerate the automation of large numbers of jobs. It also appears likely to dramatically improve the productivity of select workers, especially those already in high-paying fields and professions. We need to resist AI further widening inequity that is already too wide in many societies. New technology implementations should prioritize the closing of equity gaps, not as an afterthought but a starting point. In the case of generative AI, we need to ask: Will its deployment, according to a specific plan and timeline, likely widen or narrow existing educational divides? If the answer is no, the plan and timeline should be revised. We should be resolute in our expectation that this new class of technology open opportunities for all and reassert our commitment to equitable education.

Source: UNESDOC Digital Library