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Report

Call for contributions: artificial intelligence in education and its human rights - based use at the service of the advancement of the right to education

Issued by

Special Rapporteur on the right to education

Published

16 October 2024

presented to

Seventy-ninth session of the General Assembly

Report

Issued by Special Procedures

Subjects

Education, Artificial intelligence and algorithms

Symbol Number

A/79/520

Summary

The present report, submitted to the General Assembly pursuant to Human Rights Council resolutions 8/4 and 53/7, by the Special Rapporteur on the right to education, Farida Shaheed, addresses the use of artificial intelligence in education from the perspective of the human right to education.

Background

Background

For her upcoming report to be presented to the General Assembly in October 2024, the United Nations Special Rapporteur on the right to education, Ms. Farida Shaheed, will consider the human rights-based use of artificial intelligence in education at the service of the advancement of the right to education.

The report will build on the outcomes achieved by other United Nations human rights mechanisms on the topic. 

For the purposes of this questionnaire, artificial intelligence (AI) refers to the use of computer programming that enables systems to learn and adapt autonomously, and to process data based on specific set of algorithms. Such AI systems include various techniques such as machine learning and large language models, including generative AI, which generates new content such as text, images, and videos. 

In educational settings, AI is often used for tasks ranging from enhancing teaching and research methodologies, student assessment and personalizing learning experiences to improving decision-making processes through predictive analytics and adaptive systems. It is crucial to address potential risks associated with AI in education, including gender and other biases in algorithms, disparities for marginalized groups in terms of access to necessary devices and connectivity required to use AI-based education programmes and the reinforcement of harmful stereotypes through AI-generated content.

Objectives

The Special Rapporteur intends to take stock of international guidelines, national legislation, academic and corporate guidelines and codes of conduct, as well as innovative practices of the use of AI in educational settings, in the framework of ensuring the enjoyment of the right to education by all.

Key questions and types of input sought

The Special Rapporteur is inviting input from States, United Nations agencies, funds and programmes, national human rights institutions, academics, educators, business actors, as well as civil society organizations. 

Download the questionnaire: 
PDF: English | Français | Español | Русский
Word: English | Français | Español | Русский

How inputs will be used

All inputs received will be posted on the OHCHR website. Please do not include any personal details which you would not want to be found online. Please indicate if you have any objections regarding to your reply being posted on the OHCHR website.

Inputs Received
Inputs Received
States

Argentina: note verbale | input

Australia

Colombia: note verbale | input

Cuba

Ecuador: note verbale | input

El Salvador

Guinea

Luxembourg: input | annex

Malaysia

Mauritius

Mexico: note verbale | input

Morocco: note verbale | input

Qatar

Russian Federation: note verbale | input

Saudi Arabia

Spain: note verbale | input

Switzerland

Uruguay

NHRIs

Australian Human Rights Commission

Defensoría del Pueblo de la Nación (Argentina)

Office of the Human Rights Defender of the Republic of Armenia

Romanian Ombudsman

UN entities

UNESCO - IBE

Regional mechanism

Council of Europe – Directorate for Democracy – Education Department

Regional government

Government of Catalonia

CSOs

Asia-Europe Foundation (ASEF): input | annex-1 | annex-2 | annex-3

Brazilian Campaign for the Right to Education (BCRE) and the Open Education Initiative (OEI)

Canadian Teachers’ Federation

Confederación Nacional de Trabajadores de la Educación (CNTE)

Derechos Digitales

Digital Rights Foundation

Education International

Fédération nationale des enseignantes et des enseignants du Québec: input | annex-1 | annex-2 | annex-3

Global Initiative for Economic, Social and Cultural Rights (GI-ESCR), Campaña Latinoamericana por el Derecho a la Educación (CLADE), Right to Education Initiative (RTE)

Homo Digitalis

Institute for Digital Society

International Youth Federation

Interpaz - Institute of Interdisciplinary Research for Peace

IT for Change

Kashmir Institute of International Relations: input | annex

Knowledgeflow Cybersafety Foundation

Lithuanian National Union of Students

NASUWT

National Education Association

New Humanity

NGO Working Group on Human Rights Education and Learning

Office International de l'Enseignement Catholique (OIEC)

OIDEL

Privacy International

Project Saathi

Soroptimist International

Swedish Teacher Union: input | annex

UN Etxea-Asociación del País Vasco para la UNESCO

Academia

Bindura University of Science Education

Digital Futures for Children centre

European Institute of the Mediterranean: input | annex

Facts and Norms Institute

Geraldine Van Bueren

Hamid Alaghehband and Mona Junger Aghababaie

Harare Institute of Technology

Institut de la Francophonie pour l’éducation et la formation

Juliette E Torabian and Carol Flores

Laura Yost

Lupane State University

Manicaland State University of Applied Sciences

Marie K. Heath, Daniel G. Krutka, Shana V. White

Marondera University of Agricultural Sciences and Technology

Midlands State University

Pompeu Fabra University: input-1 | input-2

Technical University of Munich: input | annex

University of Mississippi

Veronica Punzo

Wayne Holmes

Xin Zhao and Andrew Cox

Xin Zhao, Helen McAllister, Jo Bloxham: input | annex-2 | annex-1

Yonah Welker

Zimbabwe Open University

Individuals

Priyajit Debsarkar

Private sector

Pedagogy.Cloud

TeachAI

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