How can education systems harness digital technologies and artificial intelligence to respond to learner diversity and personalise education, particularly for learners with dyslexia? This question brought together international experts, educators, and researchers at a meeting of the Dyslexia Learning Support Initiative Steering Committee held on 3 July 2026 at UNESCO Headquarters in Paris.
Co-organised by the UNESCO Institute for Information Technologies in Education (UNESCO IITE) and the Frankie Lowe Foundation, the meeting provided a platform for dialogue on learning diversity and the strategic integration of emerging technologies to support adaptive and responsive education systems. Participants examined the Dyslexia Learning Support Initiative, a collaborative framework aimed at strengthening international cooperation to promote the recognition of diverse learning profiles. The initiative explores ways to support learners through educational innovation, interdisciplinary collaboration, and the responsible, ethical use of digital technologies and AI-driven solutions.
The discussions reflected a growing global consensus on the need to design education systems that respond to the diverse cognitive needs and strengths of all learners. Experts emphasised that advances in educational technology and AI offer unprecedented opportunities to personalise learning pathways, enhance educational quality, and build adaptive learning environments.
The Steering Committee was co-chaired by Ms Shafika Isaacs, Interim Director of UNESCO IITE, alongside Ms Frankie Lowe, Founder of the Frankie Lowe Foundation. In her opening remarks, Dr Isaacs highlighted the growing expectations on education systems to navigate the opportunities and challenges of AI. While AI can help personalise learning for students with diverse learner profiles, she cautioned that these technologies raise critical concerns regarding privacy, data collection, and the risk of (mis)profiling children. Guided by UNESCO’s rights-based approach and the inclusion principles of the 1994 Salamanca Statement and Framework for Action on Special Needs Education, she urged the Initiative to balance innovation with ethical vigilance, fostering responsible, inclusive, and evidence-informed approaches to technology-enabled support for diverse learners.
The opening session was chaired by Professor Asha Singh Kanwar, an expert in educational technology and former Chair of the Governing Board of UNESCO IITE. She emphasised the enduring value of international cooperation and multi-stakeholder partnerships in advancing learner-centred, technology-enabled education systems. Dr Pamela Burnard, Professor of Arts, Creativities and Education at the University of Cambridge, facilitated the collaborative sessions of the Steering Committee. She encouraged participants to explore how diverse disciplinary perspectives can contribute to innovative, technology-enhanced approaches to learning and cognitive diversity.
Experts from international organisations, universities, research institutions, and civil society contributed evidence-based perspectives on educational policy, digital pedagogy, AI ethics, and the integration of technology in diverse learning contexts. Dr Stéphan Vincent-Lancrin (OECD Centre for Educational Research and Innovation) noted a growing ecosystem of assistive technologies supporting personalised learning and emphasised the importance of empowering families to identify learning difficulties early, while urging education systems to prioritise transversal competencies like critical thinking. Professor Serge Ebersold (Conservatoire National des Arts et Métiers, France) examined learner diversity through the lens of educational policy and systemic design, stressing the structural shifts required to accommodate diverse learning needs through adaptable frameworks and accessible learning environments. Mr Steve O’Brien and Ms Janet Thibeau (International Dyslexia Association) shared best international practices on strengthening collaboration among schools, families, and communities, and the effective use of support mechanisms for learners with dyslexia. Professor Anne Bamford OBE reflected on the intersection of creativity, culture, and human potential, noting that recognising diverse cognitive approaches contributes to more effective, technology-enhanced educational environments. Regional perspectives were provided by Ms Zara Mirza (The Dyslexia and Literacy Centre, Dubai), who drew upon her professional experience as an assessor in the UAE to share context-specific insights on deploying educational technologies to support students with dyslexia, locally recognised as ‘students of determination’.
During the meeting, participants exchanged views on future collaborative mechanisms, including thematic working groups, regional partnerships, and frameworks for engaging researchers, educators, families, and policymakers. Discussions also focused on strengthening global knowledge exchange and the sharing of good practices related to learning diversity, digital pedagogy, and targeted technological support. The organisers announced their intention to advance the Learning Diversity Initiative through ongoing international consultation. Participants expressed a strong commitment to maintaining dialogue on educational research, digital pedagogy, teacher professional development, and the ethical use of AI. The organisers also shared preliminary plans to convene an international conference on dyslexia support in 2027, subject to partner consultations.
The Steering Committee reinforced the importance of sustained international dialogue on accommodating learner diversity within education systems. Participants agreed that collaboration across disciplines, institutions, and countries will be essential for developing evidence-informed approaches that support diverse learners and build resilient, technology-enabled education systems for the future.