unesco

AIcompetencyframework

forteachers

Educat'on

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UNESCO–agloballeaderineducation

EducationisUNESCO’stopprioritybecauseitisabasichumanrightandthefoundationforpeace

andsustainabledevelopment.UNESCOisthe

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globalchallengesthroughtransformativelearning,withspecialfocusongenderequalityandAfrica

acrossallactions.

TheGlobalEducation2030Agenda

UNESCO,astheUnitedNations’specializedagencyforeducation,isentrustedtoleadandcoordinatethe

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movementtoeradicatepovertythrough17SustainableDevelopmentGoalsby2030.Education,essentialto

achieveallofthesegoals,hasitsowndedicatedGoal4,whichaimsto“ensureinclusiveandequitablequalityeducationandpromotelifelonglearningopportunitiesforall.”TheEducation2030FrameworkforAction

providesguidancefortheimplementationofthisambitiousgoalandcommitments.

Educaton

Publishedin2024bytheUnitedNationsEducational,ScientificandCulturalOrganization7,placedeFontenoy,75352Paris07SP,France

?UNESCO2024

ISBN:978-92-3-100707-1

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SHORTSUMMARY

GuidingteachersonAIuseandmisuseineducation

AIprocessesvastinformation,generatesnewcontent,andhelpsdecision-makingthroughpredictiveanalyses.Ineducation,AIhastransformedthetraditionalteacher–studentrelationshipintoa

teacher–AI–studentdynamic.

Thisshiftrequiresare-examinationofteachers’rolesandthe

By2022,only

competenciestheyneedintheAIera.Yet,fewcountries

havedefinedthesecompetenciesordeveloped

sevencountries

nationalprogrammestotrainteachersinAI,leavingmanyeducatorswithoutproperguidance.

haddeveloped

TheAIcompetencyframeworkforteachers

AIframeworksor

addressesthisgapbydefiningtheknowledge,

programmesfor

skills,andvaluesteachersmustmasterintheageofAI.Developedwithprinciplesofprotecting

teachers

teachers’rights,enhancinghumanagency,and

promotingsustainability,thepublicationoutlines15

competenciesacrossfivedimensions:Human-centredmindset,EthicsofAI,AIfoundationsandapplications,AI

pedagogy,andAIforprofessionallearning.Thesecompetencies

arecategorizedintothreeprogressionlevels:Acquire,Deepen,andCreate.

Asaglobalreference,thistoolguidesthedevelopmentofnationalAIcompetencyframeworks,informsteachertrainingprogrammes,andhelpsindesigningassessmentparameters.ItalsoprovidesstrategiesforteacherstobuildAIknowledge,applyethicalprinciples,and

supporttheirprofessionalgrowth.

iunesco

“Sincewarsbegininthemindsofmenand

womenitisinthemindsofmenandwomen

thatthedefencesofpeacemustbeconstructed”

unesco

AIcompetencyframework

forteachers

Foreword

Therapidriseofartificialintelligence(AI)systemsishavingprofoundimplicationsforteachingandlearning,particularlyregardingtheroleofteachersandthecompetenciestheyrequiretonavigatetheever-evolvingtechnologicallandscape.TheuseofAIineducationisraisingfundamentalquestionsaboutteacheragencyandtheircapacityto

determinehowandwhentomakejudicioususeofthistechnology.

Teachersurgentlyneedtobeempoweredtobetterunderstand

thetechnical,ethicalandpedagogicaldimensionsofAI.Asof2022,however,onlysevencountrieshaddevelopedanAIcompetency

?UNESCOframeworkorprofessionaldevelopmentprogrammeforteachers.

ThisvitalnewUNESCOAIcompetencyframeworkforteachersenablescountriestofillthisgap.Thefirsteverglobalframeworkofitskind,ithasbeendesignedtoinformthedevelopment

ofnationalAIcompetencyframeworksandprofessionaltrainingprogrammesforteachers,ensuringthattheyadvanceeducationasapublicgood.

TheframeworkalignswithUNESCO’smissionbyadvocatingforahuman-centeredapproachthatintegratesAIcompetenciesforteacherswithprinciplesofhumanrightsandhuman

accountability.Inthisway,itrespondstotheurgentcallfromthe2021UNESCOreport,

Reimaginingourfuturestogether:Anewsocialcontractforeducation,tohelptransformhumanity’srelationshipwithtechnology.

ThepublicationbuildsonUNESCO’spreviousworkinthefield,suchastheICTcompetency

frameworkforteachers,AIandeducation:Guidanceforpolicy-makers,aswellasthemorerecentGuidanceforgenerativeAIineducationandresearch.Itisinformedbycontributionsfroma

widerangeofstakeholders,benefittingfromUNESCOMemberStates’insightsondevelopingandimplementingAIschoolcurricula,theexpertiseofaninternationalworkinggroup,fourinternationalconsultationmeetings,andmultipleroundsofonlineconsultations.

TheAIcompetencyframeworkforteachershasbeendevelopedhandinhandwitha

competencyframeworkforstudents.Itismyhopethatthesetwoframeworkswillempowerteachersandstudentstoshapetheinclusiveandsustainabledigitalfutureswewant.

Inaworldcharacterizedbyrisingcomplexityanduncertainty,itisourcollectiveresponsibilitytoensurethateducationremainsthecentralspacefortransformationofoursharedfutures.

StefaniaGiannini

UNESCOAssistantDirector-GeneralforEducation

Acknowledgements

UndertheleadershipofStefaniaGiannini,AssistantDirector-GeneralforEducation,andtheguidanceofSobhiTawil,DirectoroftheFutureofLearningandInnovationDivisionatUNESCO,thedraftingofthepublicationwasledbyFengchunMiao,ChiefofUnitforTechnologyandAIinEducation.

TheframeworkwasdraftedbyFengchunMiao,ChiefofUnitforTechnologyandAIin

EducationatUNESCO,andMutluCukurova,ProfessorofLearningandArtificialIntelligenceatUniversityCollegeLondon.Thedevelopmentoftheframeworkwassupportedbyagroupofinternationalexpertswhichincluded:ShafikaIsaacs,ResearchAssociateattheUniversityofJohannesburg;ColindelaHiguera,UNESCOChairinTechnologiesfortheTrainingofTeacherswithOpenEducationalResourcesatNantesUniversity;LidijaKralj,EducationAnalystat

EduConLK;QinNi,AssociateProfessoratShanghaiNormalUniversity;Ki-SangSong,ProfessoratKoreaNationalUniversityofEducation;andIlkkaTuomi,ChiefScientistatMeanProcessingLtd.

Wethankthefollowingexpertsforpeer-reviewingthemanuscript:KaushalKumarBhagat,AssistantProfessorattheIndianInstituteofTechnologyKharagpur;DanielaCosta,ProjectCoordinatoratCetic.br;KeGong,PresidentoftheWorldFederationofEngineering

Organizations(WFEO);AnaLauraMartinez,CoordinatorofTechnicalCooperationat

Cetic.br;SaraRatner,ResearchOfficerattheUniversityofOxford;JohnShaw-Taylor,UNESCOChairinAIandProfessorofComputationalStatisticsandMachineLearningatUniversity

CollegeLondon;andAntoniaWulff,CoordinatoroftheEducationandEmploymentUnitofEducationInternational.

ThanksalsogotothefollowingUNESCOcolleaguesforcontributingtothepeer-review

process:AndreaDetmer,consultantattheExecutiveOfficeoftheCultureSector;Temechegn

Engida,NationalProfessionalOfficerattheUNESCOInternationalInstituteforCapacity-

BuildinginAfrica;AmalKasry,ChiefoftheBasicSciences,Research,Innovationand

EngineeringSection;KaralynMonteil,HeadoftheProgrammesandStakeholderOutreachUnitattheCultureSector;SaurabhRoy,SeniorProjectOfficerattheSectionforTeacher

Development,DivisionforPoliciesandLifelongLearningSystems;AriannaValentini,

consultantattheInternationalInstituteforHigherEducationinLatinAmericaandthe

Caribbean;BenjaminVergelDeDios,consultantinICTinEducation,SectionforEducationalInnovationandSkillsDevelopmentattheUNESCOOfficeinBangkok;SoichiroYasukawa,

ChiefoftheDisasterRiskReductionUnitintheNaturalSciencesSector;MartialeKanaZebaze,SeniorProgrammeSpecialistforScience,TechnologyandInnovationattheUNESCOHarareOffice;aswellasJacoDuToit,Chief,andZeynepVaroglu,ProgrammeSpecialist,atthe

SectionforUniversalAccesstoInformationandDigitalInclusionintheCommunicationandInformationSector.

SpecialthanksgotoLuisaFerraraattheUnitforTechnologyandAIinEducationwithin

theFutureofLearningandInnovationDivision,formanagingexpertinputs,aswellasfor

coordinatingthedraftingandproofreadingofthemanuscript.FidelizApilado,LaiciaGagnier,SamuelGrimonprez,GlenHertelendy,MichelaPaganoandXiangleiZhengfromthesameUnitalsosupportedtheproductionofthepublication.

GratitudeisalsoextendedtoJennyWebsterforcopyeditingandproofreadingthetext.

Finally,UNESCOwouldliketothanktheTomorrowAdvancingLife(TAL)EducationGroupof

Chinaforgenerouslysupportingthispublicationprojectand,morebroadly,forpromotingthepotentialofartificialintelligenceforthefutureofeducation.

AIcompetencyframeworkforteachers–Tableofcontents

9

Tableofcontents

Foreword 6

Acknowledgements 7

Listoftablesandboxes 11

Listofacronymsandabbreviations 12

Chapter1:Introduction 13

1.1WhyanAIcompetencyframework? 13

1.2Purposeandtargetaudience 14

1.3AlignmentwiththeICTcompetencyframeworkforteachers 14

1.4TechnologicaladvancesinAIandimplicationsforteachercompetencies 15

Chapter2:Keyprinciples 16

2.1Ensuringinclusivedigitalfutures 16

2.2Ahuman-centredapproachtoAI 17

2.3Protectingteachers’rightsanditeratively(re)definingteachers’roles 18

2.4PromotingtrustworthyandenvironmentallysustainableAIforeducation 18

2.5Ensuringapplicabilityforallteachersandreflectingdigitalevolution 19

2.6Lifelongprofessionallearningforteachers 20

Chapter3:StructureoftheAICompetencyframeworkforteachers 21

3.1DimensionsoftheAICFT 21

3.2AspectsoftheAICFT 23

3.2.1Aspect1:Human-centredmindset 23

3.2.2Aspect2:EthicsofAI 23

3.2.3Aspect3:AIfoundationsandapplications 23

3.2.4Aspect4:AIpedagogy 23

3.2.5Aspect5:AIforprofessionaldevelopment 24

3.3ProgressionlevelsoftheAICFT 24

3.3.1Progressionlevel1:Acquire 25

3.3.2Progressionlevel2:Deepen 26

3.3.3Progressionlevel3:Create 26

AIcompetencyframeworkforteachers–Tableofcontents

10

Chapter4:TheAICFTspecications 28

4.1Progressionlevel1:Acquire 28

4.2ProgressionLevel2:Deepen 33

4.3ProgressionLevel3:Create 38

Chapter5:Suggestedimplementationstrategies 43

5.1RegulateAIandensuretrustworthyAItoolsforeducation 43

5.2BuildenablingpoliciesandconditionsfortheuseofAIineducation 45

5.3FormulateandadoptlocalAIcompetencyframeworksforteachers 47

5.4DesignandstreamlinetrainingandsupportprogrammesonAIcompetencies 48

5.5Developcontextualperformance-basedassessmenttools 49

5.6Conclusion 51

References 52

11

AIcompetencyframeworkforteachers–Listoftablesandboxes

Listoftables

Table1.TheAICompetencyFrameworkhigh-levelstructure:aspectsandprogressionlevels 22

Table2.Competencyblocks,objectivesandexamplesforprogressionlevel1:Acquire 28

Table3.Competencyblocks,objectivesandexamplesforprogressionlevel2:Deepen 33

Table4.Competencyblocks,objectivesandexamplesforprogressionlevel3:Create 38

Table5.AnexampleofdesigningassessmenttoolsbasedontheAICFT 50

Listofboxes

Box1:RegulationsonAI:keyelementsofaccountabilitiesformultiplestakeholders 44

Box2:TheRepublicofKorea’sNationalStrategyforArtificialIntelligence 46

Box3:Examplesofnon-governmentalAIcompetencyframeworksforteachers 47

Box4:ExamplesoftrainingandsupportprogrammesonAIforteachers 48

AIcompetencyframeworkforteachers–Listofacronymsandabbreviations

12

Listofacronymsandabbreviations

AIArtificialintelligence

AI4K12ArtificialintelligenceforK-12

AI4TAIforteachers

CFTCompetencyframeworkforteachersCGCurriculargoal

EIEducationInternationalEUEuropeanUnion

GDPRGeneralDataProtectionRegulation

ICTInformationandcommunicationtechnologyITInformationtechnology

LMSLearningmanagementsystem

LOLearningobjective

MOEMinistryofEducation

MOOCMassiveopenonlinecourse

NETSNationalEducationalTechnologyStandard

UNESCOUnitedNationsEducational,ScientificandCulturalOrganization

AIcompetencyframeworkforteachers–Chapter1:Introduction

13

Chapter1:Introduction

1.1WhyanAIcompetency

framework?

Therearesignificantimplicationsofartificialintelligence(AI)foreducation,teaching

andlearning,andforteachers’rolesand

competencies.Indeed,AIcanprocessvastamountsofinformationandtextfarbeyondanyhumancapacityandcanproduce

newcontentacrosstherangeofsymbolicrepresentationsofhumanthinking,identifypatternsindatapresentedinvarious

formats,andcanfacilitatehumandecision-makingbypredictiveanalyses.EmergingpracticesintheuseofAIineducation

clearlydemonstratethepotentialofAItoenablenewformsofteaching,learning

andeducationmanagementandenhancelearningexperiencesandsupportteachertasks.

However,AIcanposesignificantriskstostudents,theteachingcommunity,educationsystemsandsocietyatlarge.

AImaythreatenhumanagency,intensify

climatechange,violatedataprivacy,

deepenlong-standingsystemicinequalitiesandexclusion,andleadtonewforms

ofdiscrimination.Ineducation,AIcan

reduceteachingandlearningprocesses

tocalculationsandautomatedtasksin

waysthatdevaluetheroleandinfluenceofteachersandweakentheirrelationshipswithlearners.ItcannarroweducationtoonlythatwhichAIcanprocess,modelanddeliver.

Finally,itcanalsoexacerbatetheworldwideshortageofqualifiedteachersthrough

disproportionatespendingontechnologyattheexpenseofinvestmentinhuman

capacitydevelopment.

TheuseofAIineducationtherefore

requirescarefulconsideration,includinganexaminationoftheevolvingrolesteachersneedtoplayandthecompetenciesrequiredofteacherstomakeethicalandeffective

useofAI.TeachersaretheprimaryusersofAIineducation,andtheyareexpectedto

bethedesignersandfacilitatorsofstudents’learningwithAI,theguardiansofsafeandethicalpracticeacrossAI-richeducational

environments,andtoactasrolemodels

forlifelonglearningaboutAI.Toassume

theseresponsibilities,teachersneedtobesupportedtodeveloptheircapabilitiestoleveragethepotentialbenefitsofAIwhilemitigatingitsrisksineducationsettingsandwidersociety.

Nationaleducationalauthoritiesneedto

dynamicallyreviewandredefineteachers’

rolesandrequiredcompetencies,strengthenteacher-traininginstitutions,andestablish

appropriatecapacity-buildingprogrammestoprepareteacherstoworkwithAIinan

effectiveandethicalmanner.Yet,accordingtoarecentsurvey(UNESCO,2023a),only

sevencountrieshaddevelopedframeworksorprogrammesonAIforteachersin2022.Thiscanbelargelyexplainedbythelackofknowledgeonhowtodefineteachers’rolesandcompetenciesinthecontextofgrowinghuman–AIinteractionsineducationalandpedagogicalpractices.

ThisAIcompetencyframeworkfor

teachers(AICFT)isintendedtosupportthedevelopmentofAIcompetencies

amongteacherstoempowerthemtousethesetechnologicaltoolsintheirteachingpracticesinasafe,effectiveandethical

manner.Theframeworkisbasedona

human-centredapproachtotheknowledge,

AIcompetencyframeworkforteachers–Chapter1:Introduction

14

understandings,andskillsrequiredto

doso.ItmaintainsthatwhileAIoffers

opportunitiestosupportteachersinboth

teachingaswellasinthemanagementof

learningprocesses,meaningfulinteractionsbetweenteachersandstudentsandhumanflourishingshouldremainatthecenterof

theeducationalexperience.Teachersshouldnotandcannotbereplacedbytechnology–itiscrucialtosafeguardteachers’rightsofandensureadequateworkingconditionsfortheminthecontextofthegrowinguseofAIintheeducationsystem,intheworkplace

andinsocietyatlarge.

1.2Purposeandtargetaudience

TheAICFTtargetsteacherswhoneedto

applyAItofacilitatelearningincoresubjectareas.ItisnotdesignedforteacherswhoarespecializedandtaskedtoteachadvancedAIknowledgeandskills.WhilethefiveaspectsandthreemasterylevelsoftheAICFT

presentedbelowcanprovideabasisto

defineAIteachers’competencies,thedepthandbreadthoftheseneedtobefurther

refinedinaccordancewiththehigher-leveldemandsrequiredofteachingAIasaspecificsubject.

TheAICFTisdesignedtoguidethe

proactive,continuingprofessional

developmentandlearningofteachersforahuman-centredapproachtotheadoption

ofAIineducation.ThespecificobjectivesoftheAICFTaretoofferareferenceframeworkthathelpsshapenational,state-levelor

institutionalAIcompetencyframeworks

ortrainingprogrammesforteachers;to

provideanoperationalframeworktoteachereducatorsforthedesignandplanningof

trainingcoursesonAI;andtoestablisha

benchmarkingmatrixfortheassessmentofteachers’AIcompetenciesandprofessionallearningregardingtheuseofAI.Assuch,theframeworkisdesignedforpolicy-makers,

teachereducationproviders,teachers’unions,schoolleaders,teachersandeducationalexperts.

1.3AlignmentwiththeICT

competencyframeworkforteachers

TheAICFTisalignedwith,andcomplements,

the2018UNESCOICTcompetencyFrameworkforTeachers(ICTCFT)whichremains

relevantinsupportingteacherstogrow

theircapacitiesforteachingandprofessionallearningwithICTanddigitaltechnologies.

ThestructureoftheAICFT,aspresentedinChapter3,followsthatoftheICTCFT.Bothframeworksareunderpinnedbyavision

thataimstoempowerteacherswiththe

competenciesrequiredtoappropriately

leveragetechnologyineducation.Thetwoframeworksshareacommonarchitecture

withacomprehensiveapproachtoteachers’professionaldevelopmentacrossthepre-

service,in-serviceandongoingsupport

stages,therebyensuringcontinuous

progressionandpracticalintegrationof

ICTandAItools.Bymirroringtheholistic

approachoftheICTCFTinitsorganization,theAICFTalsosuggeststheenabling

technologyandpolicyenvironments

neededforeffectivesupportofteachers’

continuousprofessionallearning.These

enablingenvironmentscompriseinclusiveaccesstoconnectivityandcontent,human-centredpolicies,conducivecurriculumandassessmentsystems,inter-sectoralsupportforteachers,andengagementwithteachingcommunities.

AIcompetencyframeworkforteachers–Chapter1:Introduction

15

1.4TechnologicaladvancesinAI

andimplicationsforteachercompetencies

TheAICFTisalignedwiththeICTCFTbut

goesfurtherbyconsideringtheimplicationsforteachercompetenciesoftechnologicaladvancesthathaveoccurredsincepreviousgenerationsofICTtoolswereadopted,

manifestedbyAItechnologies.

Initsmostbasicform,whatmakesAIdistinctfromotherformsofdigitaltechnologiesis

itscapacitytomimichumanbehaviour.Thisuniquefeaturechallengeshumanagency.

Indeed,wherepreviousgenerationsofICTtoolsfocusmoreonfacilitatingroutinetasks,AItoolstendtoreplacehumandecision-

makingbasedonpredictionsofpatterns

drawnfromtheanalysisofextensivedataofpastexamples.Thereisconsequentlyariskthatover-relianceonAIcouldleadtothe

atrophyofteachers’essentialcompetencies.ThispotentialofAItousurptheautonomousdecision-makingcapacityofteachers

necessitatesastrongeremphasisonteacheragencyandonahuman-centredmindset

thatcanhelpensurethattheuseofAIserveshumancapacitydevelopment.

TheminingofdatafortrainingAIsystems

threatenspersonaldataprivacy.ThepreviousgenerationsofICTtoolsweredesignedto

transferorshareinformationandtendto

remainresponsivetousers’manualoperationofthetools.Incontrast,thedatamining

behindthedesignofAIplatformsinvolves

activelypreyingonandexploitingpersonaldata,oftenwithoutconsent.Moreover,the

tacitcommercialrulebehindtheprovidersofAIsystemsluresusersintoforegoingacertaindegreeoftheirprivacywhenregisteringforthe‘benefits’ofAIservices.WhilethepreviousgenerationsofICTtoolshadraisedsome

ethicalconcernsaroundprivacyandsecurity,theaggressiveapproachtothedesign

andprovisionofAIserviceshastriggeredmoreprofoundrisksandcoulddeepen

societalinequalities.Thismorefundamentalandcontroversialtechnologicaladvance

heightenstheurgencyofempowering

teacherstounderstandtheethicalissues

relatedtointeractingwithvariousAItoolsintheirteaching,inordertoensuresafeandresponsibleuseamongstudents.

Initscurrentmethodsofgeneratingoutputs,AI-generatedcontentismorelikelytobe

stochastic.PriorgenerationsofICTtools

tendedtobedeterministic,withthesame

inputsalwaysleadingtothesameoutputs.

RecentAItools,ontheotherhand,aremorelikelytobestochasticingeneratingoutputsorpredictions,asthesameinputsmayleadtodifferentoutputs.TheAI-generatedcontentisthuspotentiallylesstrustworthy,especiallyfortheteachingoffactualandconceptual

knowledge.Giventheopaquenessofthe‘blackbox’behindthemethodsusedinAI,teachersneedbothanunderstandingof

howAIistrainedandhowAIworks.TheyalsoneedthecapacitytocriticallyexaminetheaccuracyofAIoutputsandtodesign

appropriatepedagogicalmethodologiestoguidetheuseofAI-synthesizedcontentinteachingandlearning.

AIsystemsareadaptivetodiverseproblem

spaces.Asaresult,theyoffergeneral-purposefoundationmodelsthathavethepotential

todrivetransformationacrossvarious

sectors.GenerativeAI,inparticular,providesfoundationmodelsthatcansupportthe

furthertrainingofdomain-specificAImodelsandthecustomizationofpersonalizedtools.Asaresultofitsmoredynamicadaptivity,AItechnologyhasthepotentialtoalterbusinessmodels,aswellassocialandpersonal

practices.Inviewofthetransformative

potentialsofAI,itisimportanttoguide

teacherstounderstanditssocialimpactandtheresponsibilitiesofcitizenshipinemergingAIsocieties,andtomotivateandsupport

themthroughcontinuousprofessionallearning.

AIcompetencyframeworkforteachers–Chapter2:Keyprinciples

16

Chapter2:Keyprinciples

2.1Ensuringinclusivedigital

futures

Ensuringequitableandinclusivedigital

futuresintheeraofAImustbegrounded

inasolidhumanandsocialfoundation.

TeachersaretheprimaryusersofAIin

educationandthekeymediatorsinensuringadequateredefinitionandbalanceinthe

evolvingrelationshipbetweenhumansandtechnology,ingeneral,andknowledgeandlearning,inparticular.TheAICFTthereforeaimstohelpteachersdecipherthemulti-

layerandmulti-perspectivefoundational

valuesandattitudestowardshuman–AI

interaction,beginningwithfourmaintenets:

nDebunkingAIhype:Thedesign

anduseofAIishumanled.Those

whocreateAIsystemsandtoolscandeterminewhether,andtowhat

extent,itwillbeendowedwith

emancipatorypotentialstoprotect

andenhancehumancapacitiesor,

onthecontrary,beembeddedwith

maliciousaimsand/orunintended

biasesthatviolatehumanrights

andunderminehumanagencyand

capacity.Teachersneedtohavethe

criticalcapacitytoassessthepotentialpositiveandnegativeimpactsof

AI.Theyneedtobeawarethatonlyintentionallyethicaldesign(‘ethicsbydesign’),andwell-regulated

deploymentofAI,cangenuinelyadvancehumancapabilities,

inclusivityandsustainability.

nUnderstandingthreatsinherenttothedesignofAI:CurrentalgorithmicpathwaysandmodelsofAIpresentacutechallengestohumanrights

andprivacy.Moreover,AI-generated

contenthasbeenundermining

indigenousknowledge,cultures

andlanguages.Teachersneedto

understandhowAIsystemsare

designedandhowAImodelswork,inordertobeabletoprotecthumanagency,linguisticandcultural

diversity,andindigenousknowledge.

nEnsuringhumanandsocialvaluesprevail:Profit-drivenalgorithmsalsoweakensocia