In October 2024, at the 79th session of the United Nations General Assembly, the UN Special Rapporteur on the right to education, Farida Shaheed, presented her thematic report on Artificial Intelligence (AI) in education.
In the report, she emphasises the necessity of states to regulate AI platforms in education from a human rights perspective. She highlights AI’s potential to serve as a tool to advance the right to education and its access, particularly for individuals with disabilities and those in remote areas. By facilitating personalised learning experiences, AI can significantly enhance access for those otherwise excluded from educational opportunities.
While acknowledging AI’s potential to improve access to quality education and its possible contribution to the achievement of Sustainable Development Goal 4 (SDG 4), she notes that its implementation must be approached with caution. The Special Rapporteur expressed concern about the lack of essential human connection within AI platforms, which could undermine the important role of educators in providing high-quality learning and nurturing social, emotional, and communication skills necessary for forming healthy relationships. Therefore it is necessary to equip both students and educators with the skills required to critically evaluate and responsibly utilise AI tools.
The report also identifies several risks associated with AI in education. Key issues include the potential creation of barriers due to the necessity for technological devices, stable electricity and internet connectivity, which are not universally accessible. To align AI with human rights principles, the Special Rapporteur advocates for a rights-based approach to education, ensuring free, quality education. Addressing digital divides requires not only improving access to technology but also considering instructional design and how students use AI tools.
Furthermore, the report stresses that teachers are insufficiently included in technology decisions. She emphasises the importance of including diverse stakeholders such as educators, students, parents and community members, in the design, implementation and regulation of AI systems used in education. The application of AI should align with the overarching goal of promoting quality education for all. She continues with a call for states to establish legal and political frameworks that cover the use of AI in education and need to be subject to the same scrutiny as other tools used in education. Additionally, training is essential for teachers and students to develop the necessary competencies for critical assessment and responsible use of AI tools.
During the interactive dialogue, many countries expressed their support and commitment to the mandate and the report. While acknowledging the positive aspects of AI in increasing educational quality, participants stressed the importance of ensuring that AI does not replace the role of teachers. Numerous representatives highlighted the urgent need to close the digital divide that continues to hinder access to education in various regions, calling for international collaboration to address this issue.
The Special Rapporteur faced questions regarding the best practices for regulating AI to prevent the exacerbation of existing inequalities and efficiently address the digital divide. Several concerns were also expressed regarding the ongoing global crises, including armed conflicts that disrupt education and violate individual freedom. Additionally, issues of language barriers and biases within AI data were highlighted, with the necessity of including minority groups to implement and improve linguistic and informational outputs generated by AI.
In her concluding remarks, the Special Rapporteur confirms the existence of good practices that can ensure the responsible use of AI according to human rights standards. She referenced recommendations about AI from UNESCO, the OECD, and the European Union as foundational resources. However, she called for a more substantial commitment from the United Nations to consolidate all the best practices for AI in education.
Furthermore, she emphasised the need for collaboration and cooperation among states and educational institutions to ensure the responsible use of AI according to a human rights approach. She continued by addressing algorithm bias, which requires the inclusivity of minority groups, and consequently states and businesses to follow ethical guidelines.
She concluded by reaffirming that AI cannot replace teachers and educators and flagged the increasing push for privatisation and commercialisation of education, which causes losing sight of what education is. She urges states to prioritise the integration of AI and the right to education with their governmental agendas.
For more information:
You can read her report on the right to education and AI
Watch her presentation at the United Nations General Assembly: 28th meeting (from minute 1.40 to hour 1.04)
Listen to her interview with UN News