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- Vol 4 RE: Chapters 24, 27
human rights in educationartificial intelligence governancedata protectionalgorithmic profilingalgorithmic transparencylearner autonomydemocratic educationai literacyBook Evidence summaryAt a glance
Holmes and colleagues critically examine artificial intelligence in education through the Council of Europe’s commitments to human rights, democracy, and the rule of law. They distinguish learning with AI, using AI to learn about learning, and learning about AI, then review applications and the assumptions embedded in them.
Key ideas
Potential support for learners and teachers is set against risks involving privacy, data protection, profiling, discrimination, autonomy, dignity, transparency, commercialisation, accountability, and unequal access. Because educational systems intentionally influence children’s development, technical performance alone cannot determine whether an application is acceptable. The report argues that teaching, assessment, and accreditation should not be uncritically delegated to opaque systems; learners and families need understandable decisions, avenues for challenge, meaningful choice, and protection from exploitation. AI literacy must include social and human dimensions as well as technical knowledge.
Why it matters
The authors challenge hype and weak evidence and conclude with a provisional needs analysis for research, governance, professional capacity, and democratic debate. AI should empower educators and learners while remaining answerable to public educational purposes and enforceable rights.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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