3777 signals of change

A report by APHRC, SFA Foundation, and GSMA warns Africa risks losing control of its data and knowledge systems as artificial intelligence adoption accelerates. Despite policy progress, the continent faces limited computing infrastructure and inadequate financing. Africa contributes 2.8% of global scientific knowledge but holds under 1% of computing capacity, necessitating investment in African-led data governance.

UNESCO launched "AI Answers. You Decide.", a new educational resource for educators and learners to critically engage with artificial intelligence (AI) and make informed decisions. Building on its 2021 Media and Information Literacy Curriculum, the guide, developed with experts, addresses AI's influence on information, knowledge, human behaviour, and society across five key areas.

An experiment with 182 university students explored how motivating language (autonomy-supportive, controlling, neutral) and personalisation in AI voice-over videos affected learning satisfaction, retention, perceived learning, and rapport. Autonomy-supportive language was more effective than neutral, while controlling language was ineffective. Personalisation only benefited rapport with autonomy-supportive language, otherwise decreasing satisfaction and rapport.

An eight-week intervention (n=300) with Jordanian university English as a Foreign Language (EFL) students found that a ChatGPT-based writing programme significantly improved academic writing performance compared to a control group. The study also identified positive correlations between ChatGPT-based learning, critical thinking, self-regulated learning, and academic motivation.

A content analysis of 111 Calls for Papers (CFPs) on AI in education found a dominant framing that presumes AI's effectiveness, often excluding critical studies. Equity is a polarised topic, while ethical concerns are selective. Notably, environmental impacts are almost entirely absent, despite their relevance in broader AI discussions.

A Chinese normal university implemented an AI-focused micro-credential programme for pre-service teachers, responding to pressures for curriculum reform. Driven by national policy and peer institutions, it involved cross-faculty collaboration and university–industry–school partnerships. Its phased curriculum progressed from technical AI application to pedagogical integration. Students reported high satisfaction.

A systematic review (57 publications, 2017-2025) of artificial intelligence (AI)-facilitated computational thinking (CT) in K-12 science, technology, engineering, and mathematics (STEM) education found elementary students were primary subjects. Expert systems and robotics were common AI tools, used for 2-6 month interventions. Research focused on evaluating AI's effectiveness in CT, often using exploratory learning and gamification to improve conceptual knowledge and practical skills. Outcomes typically assessed learning performance and problem-solving.

The Colombian Institute for Educational Assessment (Icfes) hosted its XVI International Seminar on 6 November, bringing experts from Colombia, Brazil, and Peru to discuss AI's impact on education quality. Director General Elizabeth Blandón Bermúdez presented on AI in Colombian education. Topics included AI in career guidance (Peru), indigenous communities, humanising AI in higher education, and ethical integration, alongside panel discussions on AI governance.

The Buenos Aires Legislature approved a Comprehensive Digital Education law, incorporating artificial intelligence (AI) into school curricula with specific usage guidelines and human supervision. The law mandates teacher training in digital platforms and AI, aiming to develop critical thinking and protect student rights. It also includes data protection provisions and a pedagogical facilitator role.

A study of 672 Mongolian pre-service primary teachers found moderately positive attitudes towards Artificial Intelligence (AI). Enjoyment and educational relevance were rated higher than self-rated competence. The adapted Students’ Attitudes toward Artificial Intelligence (SATAI) scale's total score is favoured over subscale scores. Fourth-year students showed higher scores. This informs AI preparation in teacher education.

Buenos Aires Legislature passed a law on Comprehensive Digital Education for public and private schools. Promoted by Deputy Sergio Siciliano, it integrates AI into curricula, ensuring resources, teacher training, and pedagogical support. The law aims to foster critical thinking, digital literacy, and responsible AI use, with provisions for data protection and family workshops.

Argentine teacher Ana Paula Semovilla, after completing an AI diploma, stated that while AI is a valuable tool for optimising education and easing teacher workload, human oversight is crucial. She emphasised that teachers must remain central, maintaining a critical perspective and finding a balance, rather than solely relying on AI.

Buenos Aires City Legislature approved the Comprehensive Digital Education Law, mandating content on digital citizenship, Artificial Intelligence (AI), privacy, and online safety across all public and private schools. The law includes guidelines for pedagogical AI use, teacher training, digital education coordinators, family workshops, and biennial student surveys on technology habits.

In San Luis, Argentina, 370 teachers received diplomas for completing an Artificial Intelligence (AI) for Teaching and Educational Innovation course from Austral University. This is the first cohort of 4,754 participants, with nearly 5,000 more enrolled. Graduates also received personal computers. The programme will continue into 2027.

Buenos Aires, Argentina, approved the Comprehensive Digital Education Law, regulating Artificial Intelligence (AI) use in public and private schools. It mandates "pedagogical relevance," "educational improvement," and "transparency" for AI systems. The law requires digital pedagogical advisors, teaches students about algorithms, and makes digital education mandatory for teacher training. Budgetary concerns were raised.

Buenos Aires, Argentina, approved the Comprehensive Digital Education Law, setting 10 criteria for Artificial Intelligence (AI) use in public and private schools. AI must ensure "pedagogical relevance," "educational improvement," and "transparency." The law mandates digital pedagogical coordinators and aims to foster critical thinking about digital platforms, addressing issues like cyberbullying. Budgetary concerns were raised.

Governor Claudio Poggi of San Luis, Argentina, advocates a human-centred approach to AI in education, stating it enhances teachers. The province launched a Diploma in Artificial Intelligence for Teaching with Austral University. 10,000 teachers enrolled, with 4,750 completing the first cohort and 5,000 in the second.

The Buenos Aires Legislature approved the Comprehensive Digital Education Law, regulating artificial intelligence (AI) use in schools with ten criteria. These include pedagogical relevance, transparency, enhanced data protection, risk assessment, and ensuring AI does not replace teachers. The law also mandates a digital pedagogical coordinator in all primary and secondary schools.

Fapeal supported Brazil's INCT "IA.Edu - Artificial Intelligence in Offline Education," coordinated by Professor Ig Bittencourt (IC Ufal). Approved July 2025, it develops AI solutions for public education in resource-constrained contexts, focusing on personalised learning and digital inclusion for indigenous and quilombola communities in Alagoas.

São Paulo schools are integrating Artificial Intelligence (AI) to prepare students for university entrance exams. Albert Sabin School uses platforms for diagnostic analysis and personalised exercise lists. Stocco School students use AI for note structuring and study plans. Dante Alighieri School develops personalised "AI Notebooks" and runs workshops on AI for exams and ethics.