The OECD calls for investment in teachers, skills and informed use
Generative artificial intelligence has already entered classrooms, often even before regulatory frameworks and education policies. This scenario is captured in the OECD Digital Education Outlook 2026, the Organisation for Economic Co-operation and Development's benchmark report on the impact of emerging technologies on education systems.
According to the OECD, AI has significant potential to improve the quality of learning, reduce the administrative burden on teachers and personalise training courses. But the benefits are not automatic: they depend on the conditions of use, professional skills and the active role of teachers in educational planning.
Teachers already working with AI, but with significant differences between countries
Data from Talis 2024, cited in the report, show that on average 36% of lower secondary school teachers in OECD countries have already used AI tools for professional activities, mainly to:
- prepare lessons and teaching materials;
- summarise content;
- support planning.
However, there are wide differences between countries, ranging from over 70% in systems such as Singapore and the United Arab Emirates to less than 20% in France and Japan. The decisive factor is not age or seniority, but the perception of usefulness, access to tools and training opportunities.
Students between shortcuts and deep learning
The report also notes a growing use of AI by students, often outside the school context and without structured educational guidance. The most common applications are for searching for information, explaining concepts and, in some cases, automatically solving homework problems.
The OECD warns of a clear risk: the use of AI as a shortcut can improve immediate performance but weaken deep learning, especially if it replaces students' cognitive work instead of supporting it. For this reason, the report insists on a key principle: AI must be integrated into intentional teaching scenarios, designed by teachers and geared towards explicit learning objectives.
From “generic” AI to educational tools designed with teachers
Among the report's key recommendations is the need to move beyond the spontaneous use of general-purpose tools and invest in educational solutions designed on the basis of pedagogical research, with the direct involvement of teachers, schools and educational communities.
The cases analysed, from Estonia to the United Kingdom, from South Korea to the Netherlands, show that the most effective systems are those that combine:
- infrastructure and equitable access to tools;
- continuous teacher training;
- clear guidelines on responsibility, evaluation and ethical use;
- gradual experimentation through monitored pilot projects.
A practical guide to finding your way: the resources of the Fondazione Mondo Digitale
In this rapidly evolving scenario, guidance and awareness become key skills for those working in schools. For this reason, the Educational Resources section of the website offers a mini guide Artificial Intelligence at School, accompanied by a summary infographic, designed to support teachers and educators in the critical and responsible use of AI in the classroom.
A flexible tool, in line with OECD guidelines, for:
- understanding the opportunities and limitations of generative AI;
- avoiding simplistic or alarmist approaches;
- enhancing the professional role of teachers as mediators, designers and guarantors of educational quality.
