UNESCO’s new guide aims at a more human-centered approach to AI emerging tech, addressing risks to values like inclusion and diversity.
This publication aims to support the planning of appropriate regulations, policies and human capacity development, to ensure that GenAI becomes a tool that genuinely benefits and empowers teachers, learners and researchers. It proposes key steps for governmental agencies to regulate the use of generative AI. It also presents frameworks and concrete examples for policy formulation and instructional design that enable ethical and effective uses of this technology in education.
Table of contents
Introduction (including core humanistic values)
1. What is generative AI and how does it work?
1.1 What is generative AI?
1.2 How generative AI works
1.2.1 How text GenAI models work
1.2.2 How image GenAI models work
1.3 Prompt-engineering to generate desired outputs
1.4 Emerging EdGPT and its implications
2. Controversies around generative AI and their implications for education
2.1 Worsening digital poverty
2.2 Outpacing national regulation adaptation
2.3 Use of content without consent
2.4 Unexplainable models used to generate outputs
2.5 AI-generated content polluting the Internet
2.6 Lack of understanding of the real world
2.7 Reducing the diversity of opinions and further marginalizing already marginalized voices
2.8 Generating deeper deepfakes
3. Regulating the use of generative AI in education
3.1. A human-centred approach to AI
3.2. Steps to regulate GenAI in educaton
3.3. Regulations on GenAI: Key elements
3.3.1. Governmental regulatory agencies
3.3.2. Providers of GenAI tools
3.3.3. Institutional users
3.3.4. Individual users
4. Towards a policy framework for the use of generative AI in education and research
4.1. Promote inclusion, equity, linguistic and cultural diversity
4.2. Protect human agency
4.3. Monitor and validate GenAI systems for education
4.4. Develop AI competencies including GenAI-related skills for learners
4.5. Build capacity for teachers and researchers to make proper use of GenAI
4.6. Promote plural opinions and plural expressions of ideas
4.7. Test locally relevant application models and build a cumulative evidence base
4.8. Review long-term implications in intersectoral and interdisciplinary manner
5. Facilitating creative use of GenAI in education and research
5.1. Institutional strategies to facilitate responsible and creative use of GenAI
5.2. A ‘human-centred and pedagogically appropriate interaction’ approach
5.3. Co-designing the use of GenAI in education and research
5.3.1 Generative AI for research
5.3.2 Generative AI to facilitate teaching
5.3.3 Generative AI as a 1:1 coach for the self-paced acquisition of foundational skills
5.3.4 Generative AI to facilitate inquiry or project-based learning
5.3.5 Generative AI to support learners with special needs
6. GenAI and the future of education and research
6.1. Uncharted ethical issues
6.2. Copyright and intellectual property
6.3. Sources of content and learning
6.4. Homogenized responses versus diverse and creative outputs
6.5. Rethinking assessment and learning outcomes
6.6. Thinking processes
Concluding remarks
