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In an effort to broaden the discussion on how to adapt educational systems to the demands of the artificial intelligence era, UNESCO Regional Office in Santiago hosted the roundtable "Education and Skills in the Age of Artificial Intelligence." The event took place on 23rd October 2023 at Chile’s Ministry of Foreign Affairs as part of the first Regional Forum and Summit of High Authorities on the Ethics of Artificial Intelligence in Latin America and the Caribbean.

The event was enriched by the participation of various key actors from the educational sector, including public policy makers, experts from international organisations, representatives from the private sector, civil society, the media, and members of academia in Chile.

During the roundtable, several discussion points were raised, focusing on the skills required to meet the challenges and opportunities that artificial intelligence presents in education. Likewise, the critical need for continuous training for teachers and school leaders in the use and ethical understanding of these technologies was highlighted.

Claudia Uribe, Director of UNESCO Regional Office in Santiago, opened the event by emphasising the educational challenges brought about by these new technologies: "For almost a year now, we have been witnessing an unprecedented surge of tools emerging from the world of artificial intelligence. In education, this wave is being driven by natural language generation tools, which are recognised as beneficial instruments for the entire school system. Over this time, we have also been reflecting on how to make the most of these potential benefits, while at the same time tackling the risks and challenges posed by the use of this technology in schools."

Ramón Iriarte, education specialist at UNESCO Santiago, gave a presentation on the guides and documents 91Â鶹¹ú²ú¾«Æ·×ÔÅÄ been producing to support its Member States. Firstly, he discussed , which provides criteria and guidelines for educational policy authorities. The document addresses the capabilities, limitations, and potential of AI and examines how these technologies can benefit education. Furthermore, it links artificial intelligence with the broader context of sustainable development and the goals set by the United Nations and UNESCO for education by 2030.

Additionally, Ramón Iriarte presented the document aprobados por los gobiernos, which offers an overview of 11 AI curricula approved by governments worldwide. This analysis focuses on the curriculum content and expected learning outcomes, outlining the mechanisms for development and validation, curriculum adequacy, preparation of learning tools, required environments, suggested pedagogies, and teacher training. Key considerations emerge from this analysis to guide future policy planning, the development of national curricula or institutional study programmes, and implementation strategies for AI competency development.

The study put forth several recommendations, such as the need to design AI policies that can drive curricular reforms; the importance of addressing these policies in a balanced, multidisciplinary, and collaborative manner; the need for rigorous evaluation of implementation; the strengthening of initial and ongoing teacher training; the integration of existing and elective disciplines; the development of work and life skills; and an emphasis on learning outcomes.

Following this presentation, a panel discussion took place, moderated by Valtencir Mendes, Head of Education at UNESCO Santiago. The panel included representatives from the Chilean Ministry of Education, the private sector, civil society, and universities from Chile and the region. This segment highlighted the shared roles and responsibilities of various sectors in ensuring education adapts to current times.

Valtencir Mendes concluded by stressing the need to adapt our educational system to technological advancements, while never losing sight of protecting students' rights.