The 2026 Global Smart Education Conference (GSE 2026), co-organised by the UNESCO Institute for Information Technologies in Education (UNESCO IITE) and Beijing Normal University (BNU), took place in Beijing from 18 to 20 August under the theme “Reimagining Education in the Age of AI: Equity, Quality and Sustainability”. The Conference brought together policymakers, researchers, educators, representatives of international organizations, universities, research institutions and industry partners from over 60 countries to examine the opportunities and challenges presented by artificial intelligence and digital transformation in education. Throughout the Conference, UNESCO IITE staff and Governing Board members contributed to discussions on AI, digital transformation, teacher development and learner well-being through keynote presentations, moderated dialogues and thematic sessions.
Launching the Global Smart School Initiative
At the Opening Ceremony and Plenary Session, Dr Shafika Isaacs, Interim Director of UNESCO IITE and Chief of Section for Technology and AI in Education at UNESCO, together with Professor Huang Ronghuai, Co-Dean of the Smart Learning Institute at Beijing Normal University and UNESCO Chair on AI in Education, launched the Global Smart School Initiative.
Developed within the framework of the Global Smart Education Network (GSENet), the Initiative responds to the growing need for a shared framework to guide school transformation in the age of AI while ensuring that educational quality, equity and learners’ holistic development remain at the centre of innovation. Recognising the growing gap between technological advancement and schools’ readiness for transformation, the Initiative aims to foster an open, inclusive and evidence-informed global platform for professional exchange, school transformation and continuous improvement.
The Initiative establishes a comprehensive framework for schools undergoing digital and AI-enabled transformation, placing digital pedagogy and learner development at its core. The framework is structured around five key pillars:
- Smart learning experiences conducive to student development
- Teaching innovation empowered by digital and intelligent technologies
- Teacher professional development focused on enhancing digital competence
- Forward-looking school planning geared towards sustainable development
- Home-school-community collaboration anchored in the holistic development of students
The Initiative provides a platform for schools across different countries and regions to exchange practices, undertake professional assessment, receive support for digital transformation, and participate in school certification processes. During the launch, innovative school practices from China, Canada, Kenya, the Netherlands, Serbia and Singapore were presented as examples of ongoing efforts to reimagine schooling in the age of AI.
Fostering Technology-enabled Ecosystems and Student Well-being
On the second day of the Conference, Professor Mohamed Jemni, Vice-Chair of the UNESCO IITE Governing Board and Director of the ICT Department at the Arab League Educational, Cultural and Scientific Organization (ALECSO), co-moderated the Plenary Session on “Technology-Enabled Ecosystems for Smart Education” and facilitated a high-level dialogue on building inclusive, resilient and sustainable smart education ecosystems.
Together with the UNESCO Chair and WHO Collaborating Centre on Global Health and Education, the UNESCO Chair on Artificial Intelligence in Education, and the Faculty of Psychology of BNU, UNESCO IITE co-organised a parallel session, “Digital Learning and Adolescent Well-being.” The session explored the complex relationship between technology-enabled learning and the physical, mental and social well-being of young people in the age of artificial intelligence.
Professor Didier Jourdan, Co-chairholder of the UNESCO Chair and WHO Collaborating Centre on Global Health and Education, member of the Scientific Advisory Board of WHO Euro and member of the UNESCO IITE Governing Board, opened the session with a presentation entitled “When Digital Learning Shapes Adolescent Well-being.” He examined how digital learning environments affect students’ physical and mental health and stressed the importance of using evidence to guide innovation in education.
Dr Nicola Gray, Co-chairholder of the UNESCO Chair and WHO Collaborating Centre on Global Health and Education, a member of the UNESCO IITE Governing Board, and the immediate-past Vice-President for Europe of the International Association for Adolescent Health, gave a presentation entitled “Reflections on the Importance of Building Health Literacy among Students and Teachers in the Age of AI.” She highlighted the growing importance of health literacy in increasingly digital learning environments and the need to equip both teachers and students with the knowledge and skills to assess and use health information safely, critically and responsibly.
In his presentation, “Teacher Well-being as a Factor of Learners’ Well-being in the Age of AI,” Mr Tigran Yepoyan, Chief of the ICT in Health Education Unit at IITE, discussed the factors that influence teacher well-being and how teachers’ well-being affects learners’ well-being, personal development and academic achievement. He stressed that the well-being of both teachers and learners should be central to decisions about the use of technology in teaching and learning. He also emphasised that technology and AI should support human connectedness, the relational nature of education and people’s ability to make informed choices and act independently.
The session also featured a presentation by Professor Jourdan on the Global Permanent Observatory on Digital Learning and Adolescent Well-being. This initiative aims to track the effects of digital learning on adolescent well-being and to provide regular evidence-based recommendations for policymakers, practitioners and EdTech developers.
Securing Educational Equity in the Age of AI
The final day of the Conference featured the parallel session “Reimagining Teachers’ Roles: Harnessing the Potential of AI,” which brought together researchers, teacher educators and policymakers to examine how artificial intelligence is reshaping the teaching profession and the competencies required for the future of education.
As education systems increasingly integrate AI-powered technologies, the session explored how artificial intelligence is influencing teaching practices, professional competencies and the role of educators within evolving learning environments. Discussions examined both the opportunities and challenges associated with AI integration in education and highlighted the continuing importance of teachers in supporting effective, inclusive and learner-centred education.
Representing UNESCO IITE, Ms Natalia Amelina, Senior National Project Officer and Chief of the Unit of Teacher Professional Development and Networking, delivered a thematic presentation entitled “The AI Imperative in Education: Transforming Access, Quality and Equity.” Her presentation explored the transformative potential of artificial intelligence to expand educational opportunities, improve learning quality and advance educational equity, while underscoring the central role of teachers in ensuring meaningful, inclusive and human-centred learning experiences.
The session contributed to wider Conference discussions on teachers’ digital literacy and professional development in the age of AI. These discussions were further advanced through the release of the research report “How Can Teachers ‘Upgrade’ in the Age of Intelligence? Digital Literacy Frameworks, Assessment, and Cultivation from an International Perspective,” jointly prepared by the China Education Association for International Exchange, the Smart Learning Institute of Beijing Normal University and Pearson. The report drew on insights from international expert seminars involving UNESCO IITE and other partners, highlighted emerging competency requirements for teachers and learners, and emphasised the importance of responsible, equitable and learner-centred integration of AI in education.
Advancing the Global Smart Education Agenda
Beyond these key sessions, GSE 2026 featured a comprehensive programme of plenary discussions, thematic forums, high-level dialogues, workshops and special events addressing the future of education in the age of AI. Activities included the GSENet Partners Meeting, the Global Finals of the 9th Global Competition on Design for Futures, the youth forum “Students’ Voices: Empowered Youth for Shaping the Future,” and an exhibition showcasing innovative smart education solutions and practices.
During the Closing Ceremony, Dr Shafika Isaacs, Interim Director of UNESCO IITE and Chief of Section for Technology and AI in Education at UNESCO, delivered the closing remarks. She highlighted the strong synergy between the Conference’s objectives and UNESCO’s work across the globe on AI and education. She further underscored the critical imperatives of governing AI in education as a common good — a point that had been central to the discussions at the UNESCO IITE Governing Board meeting held during the Conference. Building on this vision, the insights gathered at GSE 2026 will naturally inform upcoming discussions at Digital Learning Week 2026 (DLW 2026) at UNESCO Headquarters in Paris, advancing UNESCO’s strategic goals and fostering a cohesive global dialogue on equitable and responsible educational innovation.
Through its contributions across the Conference programme, UNESCO IITE helped advance dialogue on key priorities including school transformation, teacher development, learner well-being and the responsible integration of AI in education. The launch of the Global Smart School Initiative further reinforced cooperation between UNESCO IITE, Beijing Normal University and GSENet partners in support of equitable, inclusive and sustainable educational innovation.
Since its launch in 2020, the Global Smart Education Conference has become the flagship annual event of GSENet, providing an important platform for international dialogue, knowledge exchange and partnership-building. The 2026 edition reaffirmed the importance of global cooperation in ensuring that digital transformation and artificial intelligence contribute to more equitable, inclusive and sustainable education systems and advance progress towards Sustainable Development Goal 4.