The Double- Edge Sword: A Critical Discourse Analysis of UNESCO’s framing of AI in Education (2025-2026)
DOI:
https://doi.org/10.65405/hyvw7w94الملخص
This study utilizes Critical Discourse Analysis (CDA) to explore UNESCO's 2025-2026 publications, with a focus on the integration of Artificial Intelligence (AI) in global education. It investigates how AI is framed as both an opportunity and a challenge for educators. The findings reveal a discourse characterized by value-laden language, expressions of obligation, and contrasting binaries. AI is portrayed as a tool to enhance educational access but also as a potential threat that exacerbates inequality, undermines human agency, and raises ethical concerns. The study highlights the indispensable role of teachers, emphasizing their moral and intellectual authority over AI systems. It also discusses UNESCO's efforts to promote a universal governance framework, advocating for a human-centered and socially responsible approach to integrating AI.
التنزيلات
المراجع
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التنزيلات
منشور
إصدار
القسم
الرخصة
الحقوق الفكرية (c) 2026 مجلة العلوم الشاملة
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