塑造学习的未来：人工智能时代的教育准备

I N S I G H TR E P O R T Contents Executive summary Introduction 1The new context for education 1.1Shifting economic landscape1.2Acceleration of technological change 2Risks of unstructured AI adoption 2.1Cognitive atrophy2.2Hallucinations and misinformation 3Building education readiness for the age of AI 3.1AI readiness framework for education3.2Principles of the framework design 4Signals of readiness for AI in education 4.1Enabling foundations4.2Institutional capacities Conclusion Contributors Endnotes Disclaimer This document is published by theWorld Economic Forum as a contributionto a project, insight area or interaction. Thefindings, interpretations and conclusionsexpressed herein are a result of a collaborativeprocess facilitated and endorsed by the © 2026 World Economic Forum. All rightsreserved. No part of this publication may bereproduced or transmitted in any form orby any means, including photocopying and Executive summary Artificial intelligence (AI) is fundamentallytransforming how humans access, produce andapply knowledge. The central challenge lies not inAI adoption itself, but in the growing misalignmentbetween rapidly changing technological availability,learning behaviours and education systems thatare ill-equipped to accommodate them. Such conditions, reflecting the need for a more balancedperspective as adoption accelerates. Addressingthese conditions requires a shared language anda coordinated, multi-level response. The papertherefore introduces an AI Readiness Frameworkdesigned to help stakeholders assess whether To support practical application, the frameworkdefines a set of readiness signals, observableindicators that help stakeholders identify gaps,prioritize action and align efforts across levels.These signals are not prescriptive checklists, butpractical reference points that support informed AI adoption is happening from the bottom up, asstudents and educators incorporate these toolsinto daily learning without corresponding updatesto curricula, assessments or governance. Thiscreates structural tension: education systems aredesigned to evolve deliberately, prioritizing equity,trust and quality, while AI spreads rapidly and The urgency of this agenda is growing. Withoutcoordinated action, the risks associated withAI, such as cognitive offloading, misinformation,erosion of academic integrity and loss of humanconnection, are likely to intensify. At the sametime, the potential benefits of AI, including reducing Learning outcomes will not be determined bytechnology itself, but by the conditions in whichit is deployed. Although many AI tools were notinitially built for educational purposes, advancesin algorithms and datasets have enhanced theircapacity to support learning. However, isolated andfragmented interventions across policy, pedagogyand technology are unlikely to be sufficient. System-level outcomes emerge from interactions acrossmultiple levels: governance, institutions, educators The World Economic Forum’s role is to convenestakeholders across sectors to address complex,systemic challenges. In this context, the frameworkis intended not only as a diagnostic tool, but as acommon reference point for collaboration, helping Ultimately, the question is not whether AI will shapeeducation systems, but whether education systemswill shape how AI is used. Building readiness today This paper is part of a broader body of work underthe Education 4.0 initiative. A previous report inthis series,Shaping the Future of Learning: theRole of AI in Education 4.0, focused in depth onthe opportunities AI offers for education systems. Introduction Over recent decades, the relationship betweenpeople, information and knowledge has undergonea profound transformation. The internet, digitalplatforms, social media and artificial intelligencehave radically expanded the ways in whichinformation is produced, shared and accessed. Forthe first time, a widely accessible technology canperform cognitive tasks such as writing, analysis,reasoning, and synthesis, tasks that education Education systems must adopt AI intentionally,recognizing that it is fundamentally different fromprevious educational technologies. Unlike earliertools such as laptops, learning managementsystems or internet connectivity, AI does notsimply deliver content or connect users; itgenerates explanations, reasoning and solutions. Education systems today often operate and makecritical decisions with limited evidence, whileconfronting conflicting narratives, rapid advancesand significant uncertainty about the trajectoryof AI. Making sense of technological change,therefore, requires clear, shared frameworks thathelp stakeholders filter noise, organize emergingpractices and align technology adoption withhuman development goals. Providing the foundation These shifts create both opportunity anduncertainty. On the one hand, individuals cannow learn, create, teach and exchange withunprecedented freedom. Online platforms, f