Phase 2: AI for Education

Dimension Overview

An overview of each of the five dimensions is presented below, outlining their unique focus and their role in supporting the development of AI competencies for teachers (UNESCO, 2024c):

Human-centred Mindset

A human-centred mindset emphasizes the importance of placing people, especially students and teachers, at the core of how artificial intelligence is used in education. It encourages educators to prioritise human rights, dignity, and social well-being in all decisions involving AI. This mindset involves critically evaluating both the benefits and potential risks of AI, recognising that while technology can enhance learning, it should not replace meaningful human interaction or reduce the role of the teacher. Teachers are encouraged to foster values such as empathy, inclusion, and responsibility, ensuring that AI tools are used ethically, fairly, and with a strong focus on learners. Ultimately, a human centred approach to AI is about empowering educators and students in ways that promote equity, safety, and human development.

Ethics of AI

UNESCO’s Ethics of AI focuses on helping teachers understand and apply core ethical principles when using artificial intelligence in education. This includes recognizing the importance of data privacy, fairness, transparency, and accountability in AI systems. Teachers are expected to develop a critical awareness of how AI tools are designed, the potential biases they may carry, and the social and cultural implications of their use. As educators, they play a key role in ensuring that AI is used in a safe, responsible, and inclusive manner that protects learners' rights and promotes trust. Over time, teachers should also be empowered to contribute to the creation or adaptation of ethical guidelines for AI use in their schools or communities, reinforcing their role as ethical leaders in the classroom.

AI Foundations and Applications

This dimension focuses on building teachers’ understanding of what artificial intelligence is and how it works. It includes developing basic knowledge of how AI models are trained, how algorithms function, and the types of AI technologies used in education. Teachers are encouraged to evaluate and choose appropriate AI tools for their classrooms, based on specific learning goals and student needs. As their confidence grows, teachers may learn to customise or adapt these tools to create more inclusive, engaging, and age-appropriate learning environments. This foundation helps educators use AI not just as a novelty, but as a meaningful support for student learning.

AI Pedagogy

AI Pedagogy refers to the thoughtful and purposeful integration of AI tools into teaching and learning. This includes the ability to plan lessons, deliver instruction, support student engagement, and assess learning using AI in ethical and learner-centred ways. Teachers are encouraged to understand when and how AI should be used to complement their teaching, rather than replace it. As they grow in experience, they may begin to experiment with new teaching strategies that harness AI’s capabilities, such as personalised feedback, adaptive learning, or content generation, while ensuring inclusivity and fairness. This dimension emphasises the teacher’s role in designing effective learning experiences with AI as a supportive partner.

AI for Professional Development

This dimension highlights the potential of AI to support teachers’ own lifelong learning and professional growth. Educators are encouraged to use AI tools to reflect on their practices, identify areas for improvement, and access personalised learning resources. AI can also enhance collaboration among teachers by supporting peer learning and sharing of best practices. As teachers progress, they may explore more advanced uses of AI for shaping professional learning communities, experimenting with innovative teaching methods, and contributing to educational transformation. Ultimately, this dimension empowers teachers to stay current in a rapidly evolving technological landscape and take ownership of their continuous development.

In the graphic below, you can see how the UNESCO Framework has set up the progression from 'Acquire' to 'Deepen' to 'Create'. (UNESCO, 2024c)