[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-603161-105":59,"doc-detail-603161-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","educational-planning-and-artificial-intelligence-vol-31-no-2","Educational Planning and Artificial Intelligence - Vol. 31 - No. 2","","This article examines how educational planning is likely to be profoundly affected by Artificial Intelligence, highlighting both UNESCO’s recognized contributions and a continuing reluctance to treat AI as part of a fundamental transformation in education. It argues that the Sustainable Development Goal constraints can limit responses to global education challenges. Educational planners are urged to track the AI debate, avoid technological determinism, apply skeptical common sense, and collaboratively seek AI-enabled ways to improve education’s equity, effectiveness, and delivery.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/educational-planning-and-artificial-intelligence-vol-31-no-2/603161/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/educational-planning-and-artificial-intelligence-vol-31-no-2/603161.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article describe the impact of AI on education planning?","Question",{"text":112,"@type":113},"It argues that AI will profoundly affect how education is transformed and planned, requiring planners to respond to ongoing changes rather than treating technology as a minor add-on.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What concerns does the article raise about current AI debates and reports?",{"text":117,"@type":113},"It notes a widespread unwillingness to accept education’s fundamental transformation, and warns against limitations in reports or products that ignore that shift.",{"name":119,"@type":110,"acceptedAnswer":120},"What procedure does the UNESCO guidance recommend for AI and education policymaking?",{"text":121,"@type":113},"It recommends defining a system-wide vision, assessing readiness and priorities, adopting a humanistic approach, mobilising interdisciplinary expertise, setting cross-cutting objectives, planning regulations and programs, supporting lifelong learning, and ensuring equitable and inclusive AI use.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603161,1792447657,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","EDUCATIONAL PLANNING AND ARTIFICIAL INTELLIGENCE  \nMIKE DOUSE  \nFreelance International Educational Advisor, UK  \nABSTRACT  \nThis article addresses how those who plan education will be profoundly affected by Artificial Intelligence and suggests ways in which the potential benefits may be optimised. UNESCO’s contributions to the AI debate are recognised and applauded, despite AI having, as yet, no direct voice in its discussions. Most significantly, there is a widespread unwillingness – manifest in both UNESCO’s publications and by contributors to its recent Digital Learning conference–to accept that education is undergoing a fundamental transformation and that contemporary technology, including AI, will continue to impact upon, and necessarily react with, that evolving situation. In a similar manner, the fourth Sustainable Development Goal is now acting as a straitjacket, constraining the actions and aspirations of those seeking to confront education’s worldwide challenges through the sensitive and ingenious application of contemporary technology including Artificial Intelligence.  \nEducational planners and decision-makers are urged to keep abreast of the Education and AI debate, including the UNESCO-led discussions and UNESCO-authored publications, while applying grounded common sense, rejecting technological determinism, and maintaining a healthy scepticism throughout. It is vital that they too acknowledge that education is, along with society generally, evolving and, accordingly, recognise the limitations of reports and products which ignore that fundamental transformation. It is recommended that they start with the challenges and opportunities offered by AI and – collectively – demand AI support for what needs to be achieved, no matter how radical. This might extend to a shared super-goal of optimising the nature, delivery, and effectiveness of education, carefully and creatively applying AI, in order to help create a better, happier and more equitable world community.  \nINTRODUCTION  \nFormal definitions of Artificial Intelligence (AI) abound. For example, the Oxford Dictionary defines it as “the theory and development of computer systems able to perform tasks normally requiring human intelligence, such as visual perception, speech recognition, decisionmaking, and translation between languages” (Oxford Languages, 2021, p.13) . United Nations publications describe AI as, simply,“human intelligence or behaviour demonstrated by machines”(Unite, 2023, p.1) . Or, as a poet puts it,“AI is a carefully crafted mirror for humans, getting better each year at showing us not only a version of what we are, but what we value in ourselves as aspecies”(Brown, 2022, p.1) .  \nFor present purposes it may be regarded as the ability of a machine (or a computer or a robot) to act and/or to think in what may reasonably be regarded as a 'human' manner, drawing information from its surroundings, and determining its responses based upon what it understands or senses, ever learning as it goes (present author’s working definition) .  \nAI is profoundly changing our society, our economy, our culture, our leisure, our work, our self-image, our aspirations and – in some ways – our very selves, as we adapt to the evolving AI world. Inevitably, it has major implications for education and, as is explained in this paper, that educational transformation – rather than being focussed upon in sectoral isolation – is best addressed with the broader context of society at large and AI’s impact upon it.  \nThe UNESCO-sanctioned definition of the other element being addressed – educational  \nEducational Planning | Spring 2024 9 Vol. 31, No. 2  \nplanning – is “the process of making arrangements or preparations to facilitate the training, instruction or study that leads to the acquisition of skills or knowledge, or the development of reasoning and judgment” (Coombs, 1970, p.3) . We learn also, from that same source, that“educational planning strives to research, develop","cbCaijicqbFIUBqx","https://ap.wps.com/l/cbCaijicqbFIUBqx","pdf",214787,13,"English","# Abstract\n# Introduction\n## Definitions of Artificial Intelligence and Educational Planning\n# UNESCO – An Homage and a Critique","[{\"question\":\"How does the article describe the impact of AI on education planning?\",\"answer\":\"It argues that AI will profoundly affect how education is transformed and planned, requiring planners to respond to ongoing changes rather than treating technology as a minor add-on.\"},{\"question\":\"What concerns does the article raise about current AI debates and reports?\",\"answer\":\"It notes a widespread unwillingness to accept education’s fundamental transformation, and warns against limitations in reports or products that ignore that shift.\"},{\"question\":\"What procedure does the UNESCO guidance recommend for AI and education policymaking?\",\"answer\":\"It recommends defining a system-wide vision, assessing readiness and priorities, adopting a humanistic approach, mobilising interdisciplinary expertise, setting cross-cutting objectives, planning regulations and programs, supporting lifelong learning, and ensuring equitable and inclusive AI use.\"}]","Educational Planning and Artificial Intelligence - Vol. 31 - No. 2 | PDF",1792095817,33]