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The seminar series are part of  UNESCO’s project supported by the funds for South-South cooperation provided by G77+China.

The  first seminar, organized on 22-23 April 2024, focused on the Arab States, and brought together some 400 participants from 80 countries, including  19 Arab States, showing a strong interest in the topic in the region and beyond.

UNESCO is currently developing  AI competency frameworks for teachers and school students, to  be launched during Digital Learning Week in September,  and garnered  during the webinar commitments from participating countries towards the development of national or local digital and AI competency frameworks. It built upon UNESCO’s rich portfolio of resources on the digital transformation of education, including:  (2021),  (2023), and  (2021).

In her welcome remarks, UNESCO's Assistant Director-General for Education Ms Stefania Giannini invited participants to contribute to refining the AI competency frameworks for teachers and school students that UNESCO is developing before their official launch, stressing UNESCO's dedication to supporting countries in integrating technology and AI into education.

H.E. Mr Mounir Anastas, Chair of the G77+China group, highlighted the potential of AI for sustainable development, particularly in conflict-affected countries like State of Palestine. Directors of UNESCO regional offices stressed the importance of digital learning solutions, echoing efforts by organizations such as ALESCO, ABEGS, RCICT and UNRWA, which are leading initiatives to integrate AI into education systems across the Arab States region.

The two-day seminar provided an opportunity to share country case studies on developing digital and AI competencies for both teachers and students.  

Mr Jill-Jênn Vie presented the AI4T project, funded by the European Commission, designed to guide teachers in the ethical and effective use of AI in education. Dr Ki-Sang Song offered insights on the Republic of Korea’s integration of AI teaching competencies into both pre-service and in-service teacher training programmes. 

Mr Fawzi Baroud presented Egypt’s ICT competency frameworks for teachers, resulting from the contextualization of the UNESCO ICT CFT, and the course modules based on this framework covering digital literacy, OERs, ICT for effective teaching, ICT in assessment and evaluation and ICT for professional development. 

Mawaridy, an e-content platform serving as a teaching resource repository in Lebanon, was highlighted by Ms Rania Ghassoub and Ms Rana Abdalah as a key programme toleveraging ICT and AI to empower teachers. 

Oman's proactive efforts in integrating ICT and AI in education processes were highlighted by Mr Issa Khalfan Al Anqoudi, who showcased the country's commitment to enhancing digital competencies for educators.

Qatar and Kuwait showcased their AI curricula for students, with Ms Noha Al-Omari’s presentation detailing Qatar's early exposure to AI starting from grade 1 and Dr Abdullah M. Mutawa highlighting Kuwait University's efforts in integrating AI into the curriculum.

Discussions also delved into ethical AI usage, led by Mr Fahad Alanazi's presentation on guidelines for ethical integration of AI in education in Saudi Arabia. The GENIE programme in Morocco showcased practical applications of AI in teacher training, as discussed by Mr Ismail Kheraz from the Moroccan Ministry of Education Preschool and Sports. Ms Adeline Hulin, from UNESCO’s Communication and Information Sector, underscored the integration of AI into media and information literacy programmes, in line with the framework’s emphasis on developing critical thinking for learners.

In his closing remarks, Mr Fengchun Miao expressed gratitude for the high level of participation and reiterated UNESCO's commitment to continued partnership. He highlighted the seminar's role as a catalyst for further collaboration and follow up in-country support, emphasizing the importance of anchoring AI competencies to regional needs.

“As countries navigate the challenges of the digital age, collaboration and knowledge-sharing will remain crucial in shaping a future where every learner and educator possesses the skills and knowledge needed to thrive in a digital world,” he said.

As part of the “Digital competencies for teachers and school students in Member States of G77+China” project, UNESCO will continue organizing regional and sub-regional seminars to foster dialogue and share knowledge about digital competencies, including AI competencies, for teachers and school students. This first seminar will be followed by the sub-regional seminar for Francophone countries in Africa, planned for October 2024, as well as the sub-regional seminar for Anglophone countries in Africa, the Regional seminar for Latin America and the Caribbean, the Regional seminar for Asia and the Pacific, and a follow-up in-person Regional seminar for Arab States, to be announced at a later date. A side event will also be organized for Member States of the G77+China during Digital Learning Week (2-5 September 2024, Paris).

• Regional seminar for Arab States
• Digital competencies for teachers and students in Member States of G77 + China
• UNESCO's work on Digital learning and transformation of education
• AI competency frameworks for teachers and school students