Artificial Intelligence in Education, 2026: Second Major Report Following the 2023 Baseline
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| Title: | Artificial Intelligence in Education, 2026: Second Major Report Following the 2023 Baseline |
|---|---|
| Language: | English |
| Authors: | Joshua Vidal (ORCID |
| Source: | Online Submission. 2026. |
| Peer Reviewed: | N |
| Page Count: | 25 |
| Publication Date: | 2026 |
| Document Type: | Reports - Research |
| Descriptors: | Foreign Countries, Artificial Intelligence, Technology Uses in Education, Educational Technology, Information Technology, Computer Simulation, Computer Attitudes, Technology Integration, Teacher Attitudes |
| Geographic Terms: | Philippines, India, Indonesia |
| Abstract: | This report is positioned as the second major report after the 2023 baseline, The Outlook of Emerging Technology in Education, which framed emerging educational technology around AI, VR, ICT conditions in Southeast Asia, and classroom guidance for responsible AI use. The internal survey captured 22 educators from the Philippines, India, and Indonesia. All respondents reported using AI in teaching during the past two years, and all supported structured integration of AI tools in the curriculum. Attitudes toward AI were strongly positive: 95.5% said their perception of AI is now more positive than two years ago, and the average rating for the statement that AI has a positive role in teaching and learning was 4.27 out of 5. The main practical value of AI in this sample is teacher productivity: time saving, lesson planning, resource generation, assessment support, and selective personalization for learners. The most prominent concerns remain accuracy, overdependence, privacy, academic integrity, and the risk of weakening human judgment and critical thinking. These concerns substantially echo the themes emphasized in the 2023 baseline report. External benchmarks show that the present sample is more AI-active than broader international teacher populations. OECD TALIS 2024 found that around one in three teachers use AI in their work, while UNESCO and OECD sources continue to highlight policy gaps, teacher training needs, privacy concerns, and digital distraction risks. The report recommends a structured adoption model centred on teacher training, human oversight, assessment redesign, data protection, and age-appropriate, competency-based AI integration. [This report was produced with support from the Science Department and Robotics Elite team of Unida Christian Colleges, Imus, Cavite, Philippines and Electronic Paper for Science and Technology Education, The Publication Office.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED679428 |
| Database: | ERIC |
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