Its findings highlight the uncertainties surrounding the sudden emergence of new generative AI applications, which, thanks to their powerful capabilities, produce creations that appear to have sprung from a human mind, including book reviews, essays, letters, computer programmes, illustrations and much more. This technology is also capable of achieving excellent marks in major standardised exams, including university entrance exams and qualifying exams for regulated professions, such as doctors and lawyers.<\/p>\n\n\n\n
The almost systematic lack of guidance shows that education systems have been left behind by new technologies.<\/p>\n\n\n\n
Policies governing the appropriate and inappropriate use of new digital technologies for educational purposes often take shape at school level, before spreading to the local, regional and\/or national levels. The small number of internal policies highlighted by the UNESCO survey shows that education systems are still finding their footing and considering how best to respond. The development and consolidation of more systemic policies \u2013 covering a large number of schools and universities at national and sub-national levels \u2013 will likely take much longer.<\/p>\n\n\n\n
\u00abThe survey results show that there is a great deal of confusion regarding the use of powerful new generative AI technologies in education,\u00bb said Sobhi Tawil, Director of UNESCO\u2019s Future of Learning and Innovation Team. \u00abInstitutions are not yet providing any guidance or guidelines.\u00bb<\/p>\n\n\n\n
The fastest-growing digital app of all time<\/h2>\n\n\n\n
Schools and universities seem to be taking their time in drawing up recommendations and establishing rules, but learners and teachers are not waiting around. According to estimates, ChatGPT has over 100 million users worldwide, making it by far the fastest-growing digital application of all time, surpassing the already staggering figures of social media apps such as Instagram, Snapchat and others.<\/p>\n\n\n\n
\u00abIn the absence of institutional guidance, there is a risk that these technologies will be integrated into education systems in an unplanned manner, without a clear understanding of their implications or consequences. Ideally, we should give serious thought to their place and role, and then take action to bring this vision to fruition. We cannot simply ignore the short- and medium-term implications of these technologies for safety, diversity of knowledge, equity and inclusion,\u00bb said Mr Tawil.<\/p>\n\n\n\n
UNESCO advises schools and universities to take a proactive approach by drawing up guidelines and helping learners and teachers to better understand these technologies and the ins and outs of their use.<\/p>\n\n\n\n
\u00abEducational institutions must adopt a flexible and iterative approach; otherwise, they will constantly be trying to keep up with the breakneck pace of technological innovation,\u00bb said Mr Tawil.<\/p>\n\n\n\n
More universities than schools have guidelines in place<\/h2>\n\n\n\n
Among educational institutions that report having introduced a policy, around half state that they provide \u00abspecific guidance\u00bb, meaning they have clear rules and advice on the use of generative AI applications in an educational context. The other half state that they allow \u00abdiscretion to users\u00bb, meaning that it is up to departments, classes and teachers to determine whether and to what extent the use of generative AI applications is permitted.<\/p>\n\n\n\n
Of the hundreds of institutions that took part in the survey, only two reported having introduced a policy or guidelines amounting to a \u00abban\u00bb, whereby the institution completely or largely prohibits the use of generative AI applications such as ChatGPT.<\/p>\n\n\n\n
Around 40 % of educational establishments reporting that they have guidelines state that these have not been set out in writing and are therefore communicated only verbally. This situation highlights the ad hoc nature of the responses within the education sector.<\/p>\n\n\n\n
Universities are significantly more likely to have drawn up a policy or institutional guidelines than schools. Around 13 % of universities state that they have guidelines in one form or another, compared with only 7 % of schools.<\/p>\n\n\n\n
Another telling fact: nearly 20 % of those who responded to the survey said they did not know whether their organisation had a policy or guidelines on generative AI. This high figure reflects the uncertainty and regulatory vacuum currently surrounding these new technologies.<\/p>\n\n\n\n
UNESCO Guidelines on AI in Education<\/h2>\n\n\n\n
In recent years, UNESCO has sought to help educational institutions and countries adopt a framework for the use of AI in an educational context, steering them towards a humanist approach that prioritises inclusion, equity, diversity and quality. The UNESCO Recommendation on the Ethics of Artificial Intelligence (2021) sets out general principles intended to underpin sector- and country-specific rules and regulations. The Beijing Consensus on Artificial Intelligence and Education (2019) and the publication *I\u2019d Blush If I Could*\u00a0(2019) address some of the specific implications of AI technologies, including chatbots, for education and culture. Furthermore, the publication \u2018AI and Education: A Guide for Policy-Makers\u2019 (2021) offers specific strategic guidance.<\/p>\n\n\n\n
About the survey<\/h2>\n\n\n\n
This survey was conducted between 4 and 19 May 2023 amongst UNESCO\u2019s global networks of Associated Schools and University Chairs. Just over 450 institutions responded (11 % from Africa, 5 % from the Arab States, 23 % from Asia and the Pacific, 44 % from Europe and North America, and 17 % from Latin America and the Caribbean).<\/p>\n
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