The contribution below is drafted from the perspective of Parents International, drawing on our recent research on digital literacy, digital citizenship, educational ecosystems and the experiences of children, parents, teachers and school leaders.
Our central message is that AI in education must be governed through a comprehensive child-rights framework that recognises children as rights-holders, parents as their primary educators and essential partners, and schools as institutions responsible for creating equitable, inclusive and participatory learning environments.
The contribution also emphasises that AI literacy cannot be developed in isolation from broader digital literacy, critical thinking, democratic participation and the capacity of children and adults to make informed decisions about technology.
Parents International recommends that UNESCO develop practical guidance for the meaningful participation of children and parents in AI governance at system, institutional and school levels.
Such guidance should define minimum standards for consultation, representation, access to information, participation in impact assessments, evaluation and redress, with particular attention to younger children and families traditionally excluded from institutional decision-making.
We further recommend that UNESCO establish a structured mechanism for engaging international parent organisations alongside child-rights organisations, educators, researchers and education authorities in the development, implementation and periodic review of its AI governance recommendations.
Parents International would welcome the opportunity to contribute its research evidence, international network and practical experience in family–school cooperation, digital citizenship education and child-rights-based educational governance to this process.
Consultation context
UNESCO’s consultation concerns the governance of education in the age of AI, with particular attention to human agency, equity, inclusion, safety and ethics. It invites contributions on seven discussion and background papers, including age-appropriate AI use, learner safety, procurement, digital sovereignty and explainability.
