Holmes, W; Chakroun, B; Miao, F; Mendes, V; Domiter, A; Fan, H; Kharkova, I; + view all Holmes, W; Chakroun, B; Miao, F; Mendes, V; Domiter, A; Fan, H; Kharkova, I; Orr, D; Jermol, M; Issroff, K; Park, J; Holmes, K; Crompton, H; Portales, P; Orlic, D; Rodriguez, S; Kaur, A; Assouline, N; - view fewer (2019) Artificial Intelligence for Sustainable Development Synthesis Report. Mobile Learning Week 2019. UNESCO. Education Sector: Paris, France.

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Abstract

2019’s Mobile Learning Week (MLW), UNESCO’s flagship event for information and communication technology (ICT) in education, focused on the theme ‘Artificial Intelligence for Sustainable Development’. Held over five days in Paris, it comprised a sequence of high-profile events (a global conference, a policy forum and workshops, a symposium and strategy labs), and involved more than 1,500 participants from 140 countries (including Ministers of Education and ICT, other representatives from Member States, the private sector, academia and international organizations). The week’s events built on a sequence of premises. First, it is widely recognized that the world is facing a learning crisis (currently, more than 200 million children globally are out of school, while a further 600 million are in school but are not achieving minimum levels of competency); second, it is education that powers sustainable development (education is a key driver of all the UN Sustainable Development Goals (SDGs), as well as the focus of SDG 4); and third, sustainable development will only be achieved if we successfully leverage the digital revolution, which now increasingly includes artificial intelligence (AI). Discussions at MLW 2019 centred on the challenges of reducing barriers to education and improving learning outcomes for all, and the possibilities afforded by AI. The conversations were both wide-ranging and in-depth, and were informed by experiences from many countries and social contexts worldwide, as well as by experts in both AI and education. Notably, at times, there appeared to be a clear divide between the experts in AI (who sometimes shared limited knowledge of pedagogy, the learning sciences and classroom practices), and the expert educators (who sometimes demonstrated a limited appreciation of the pervasive nature and transformative potential of AI). Nonetheless, although throughout the week more questions were raised than were answered, broad agreement between the participants did emerge, and is summarized in this report. Four overarching themes structured the discussions: how to ensure inclusive and equitable use of AI in education; how to leverage AI to enhance education and learning; how to promote skills development for jobs and life in the AI era; and how to safeguard transparent and auditable use of education data.

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