Can AI close the learning gap?

On the International Day of Education, which was celebrated on Jan 24, we reflect on the transformative potential of Artificial Intelligence (AI) in education. This year's focus on AI comes at a critical time, as the world grapples with a learning crisis.

Even before Covid-19, 128 million young people in the Asia-Pacific were out of school, with millions more at risk of dropping out. Many of those in education are also at risk of being left behind: half of learners in the Asia-Pacific do not achieve basic literacy and numeracy by the end of primary school.

We need to offer quality education that corresponds to the needs of future societies, including equipping future workers with green skills. In Thailand, students like Yuparat from Chiang Mai and Atichat from Sakon Nakhon envision schools that embrace technology, coding and AI. Their vision highlights the necessity for education systems to keep pace with the digital revolution.

"My dream school should encourage the development of coding and AI skills through hands-on practice," said Yuparat, 15. Yuparat, a wheelchair user, also stressed the need for "personalised learning and flexible classrooms", in her interview with the UN Educational, Scientific and Cultural Organization (Unesco).

"Technology is a very important part of our lives now. I think we can use it to make things better in the future," adds Atichat Butchan, also 15. He is one of the youngest members of the UN Children Fund's (Unicef) Young People Advisory Board, which provides guidance as the organisation works with partners, including the Thai government, on education reform.

The UN Secretary-General, António Guterres, has said AI development should benefit everyone. The Global Digital Compact, which world leaders adopted as part of the Pact of the Future last September offers a roadmap to harness AI's potential and close digital divides, with the UN committed to leading this effort. In Thailand, we are collaborating with the government to ensure digital technologies benefit all students, especially those in underserved areas. This collaboration is crucial for ensuring AI serves as a tool for inclusion, not exclusion.

AI has the potential to address educational gaps by personalising learning, improving teaching efficiency and expanding access to quality education. However, this potential must be balanced with the risks, including widening the digital divide. While over 97% of schools in Thailand have internet access, there are large disparities in computer access between urban and rural schools, and only 16% of households have a computer at home. Furthermore, many students lack meaningful computer skills and more than half of 16 to 19-year-olds do not use computers to create presentations. These disparities can turn technology into a barrier rather than a facilitator of learning.

Teachers are at the forefront of this digital transformation. As Tanawat Suwannapan, a history teacher in Bangkok, explains, the quality of student assignments often indicates whether a student has computer access at home, and many students lack the foundational skills to effectively use AI or search engines.

"Most students who use ChatGPT to complete the assignment don't understand the answers they get," says Mr Suwannapan. Many struggle to use search engines effectively, copying the first response they find, he adds: "If they cannot even select a keyword for Google, how can they write a clear prompt or verify the accuracy of a ChatGPT response?"

Teachers also highlight the importance of being able to keep pace with rapidly changing technologies.

"Being a teacher means you have to develop yourself at all times and this includes learning digital skills," said Nurhayatee Deraoke, a teacher at Ban Than Mali School in Yala Province. However, she pointed out the challenges teachers in more remote locations face: "Our school is in a mountainous region, so Internet access is unreliable".

To support teachers, Unesco's AI Competency Framework provides a roadmap, emphasising a human-centred mindset, AI ethics, foundational knowledge and problem-solving through AI. Unicef's One Teacher Thailand project has assisted over 500,000 teachers in updating their technical knowledge.

The government has taken commendable steps like the "Coding for All" initiative and a National AI Strategy. To bolster these efforts, the UN advocates for investments in AI-powered learning, teacher training, digital infrastructure and data privacy, along with measures to strengthen foundational learning.

Public-private partnerships will be important in expanding access to AI tools and resources. Last December, Thailand launched Unesco's Readiness Assessment Methodology, which is a diagnostic tool to assess where countries stand with regards to AI infrastructure, governance, investments, social policy and public institutions.

Thailand is set to host Asia's first Unesco Global Forum on the Ethics of AI in June. This event underscores the need for collaboration among policymakers, educators and the private sector to ensure AI is ethically developed and applied. The UN also supports Thailand's digital transition. By prioritising inclusivity, equity and fairness, we can create an education system that enables every child to thrive.

This is not just about technology; it's about ensuring equity and inclusion and preparing a generation to navigate a complex, AI-driven world. We must heed the visions of students like Yuparat and Atichat and ensure every child and all learners are equipped to succeed in the digital age.

Michaela Friberg-Storey serves as the UN Resident Coordinator in Thailand, representing the UN Secretary-General in the country. Marina Patrier is Deputy Director at the Unesco Regional Office in Bangkok. Kyungsun Kim is Unicef's Representative for Thailand.