经合组织2026年数字教育展望：探索生成性人工智能在教育中的有效应用

Exploring Effective Uses ofGenerative AI inEducation OECD Digital EducationOutlook2026 EXPLORING EFFECTIVE USES OF GENERATIVE AIIN EDUCATION This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed andarguments employed herein do not necessarily reflect the official views of the Member countries of the OECD. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty overany territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use ofsuch data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements inthe West Bank under the terms of international law. Note by the Republic of Türkiye The information in this document with reference to “Cyprus” relates to the southern part of the Island. There is no singleauthority representing both Turkish and Greek Cypriot people on the Island. Türkiye recognises the Turkish Republic ofNorthern Cyprus (TRNC). Until a lasting and equitable solution is found within the context of the United Nations, Türkiyeshall preserve its position concerning the “Cyprus issue”. Note by all the European Union Member States of the OECD and the European UnionThe Republic of Cyprus is recognised by all members of the United Nations with the exception of Türkiye. Theinformation in this document relates to the area under the effective control of the Government of the Republic of Cyprus. ISBN 978-92-64-74128-7 (print)ISBN 978-92-64-91530-5 (PDF)ISBN 978-92-64-51513-0 (HTML) OECD Digital Education OutlookISSN 2788-8568 (print)ISSN 2788-8576 (online) Photo credits:Cover © Gerhard Richter 2025 (23122025). Attribution 4.0 International (CC BY 4.0) This work is made available under the Creative Commons Attribution 4.0 International licence. By using this work, you accept to be bound by the terms of this licence(https://creativecommons.org/licenses/by/4.0/).Attribution– you must cite the work.Translations– you must cite the original work, identify changes to the original and add the following text:In the event of any discrepancy between the original work and thetranslation, only the text of the original work should be considered valid.Adaptations– you must cite the original work and add the following text:This is an adaptation of an original work by the OECD. The opinions expressed and arguments employed inthis adaptation should not be reported as representing the official views of the OECD or of its Member countries.Third-party material– the licence does not apply to third-party material in the work. If using such material, you are responsible for obtaining permission from the third party and forany claims of infringement.You must not use the OECD logo, visual identity or cover image without express permission or suggest the OECD endorses your use of the work.Any dispute arising under this licence shall be settled by arbitration in accordance with the Permanent Court of Arbitration (PCA) Arbitration Rules 2012. The seat of arbitration shallbe Paris (France). The number of arbitrators shall be one. Editorial TheOECD Digital Education Outlookis the OECD’s flagship publication presenting our latest analysis of emerging digitaltechnologies in education. This 2026 edition synthesises evidence and expert insights to show how generative AI has the potential to transformthe quality and effectiveness of learning, as well as the productivity of education systems, provided its associatedrisks are carefully managed. Its applications include enhancing student learning, supporting teachers’ performancewhile preserving professional autonomy, and strengthening education systems, as well as institutional and researchcapacities. For students, generative AI can scale personalised learning through intelligent tutoring systems, including in low-infrastructure settings. Generative AI can also support knowledge acquisition by enabling collaborative learning andenhancing creativity. However, evidence shows that overreliance on generative AI tools that provide direct answers can reduce students’ activeengagement, improving task performance without corresponding learning gains. When used as a shortcut rather thana learning tool, generative AI can displace cognitive effort and weaken the skills that underpin deep learning. For example, a field experiment in Türkiye found that while access to GPT-4 improved short-term performance – by 48%with the standard interface, and by 127% with a tutoring version designed to support learning – students performed17% worse once access was removed, showing that generative AI can undermine learning unless explicitly designed tosupport skill acquisition. For teachers, generative AI can improve both productivity and teaching quality. Evidenc