UN Report on AI and Education cites the Facts and Norms Institute's Contribution
- Henrique Napoleão Alves
- May 15
- 5 min read
GENEVA, 15 May 2025 – The United Nations Special Rapporteur on the right to education, Dr Farida Shaheed, has cited the Facts and Norms Institute (FNI) in her report to the UN General Assembly on Human Rights, Artificial Intelligence, and Education.
FNI’s ideas echoed in the UN Report
The Special Rapporteur’s analysis reflects several hemes articulated in the study authored by Professor Henrique Napoleão Alves and submitted by the Facts and Norms Institute to the UN in 2024:
Subject covered by the FNI study | How Reflected in the UN Report |
Expansion and Types of AI in Education (v.g. intelligent tutoring, writing support, learning analytics, references the Council of Europe's thematic categories) | The UN Report details AI applications such as generative AI, intelligent tutoring systems, writing support, immersive learning, and references the Council of Europe's thematic categories |
Impact on Learners & Teachers: Tracking, Feedback, Customization (Citing UNESCO) | Personalized learning through AI tools tracking student progress, providing feedback, and tailoring learning paths is discussed as an opportunity |
Challenges: Simplistic Learning Models, Memorization over Critical Thinking | The UN Report warns that AI can inhibit critical thinking and that education needs to shift towards higher-order skills, originality, and critical reasoning |
Challenges: Intrusive & Discriminatory E-Proctoring | The UN Report discusses e-proctoring as a facial recognition technology variant used in higher education, noting concerns about its intrusive nature and lack of observance of data protection rules |
Challenges: Limited True Personalization, Undermining Collaboration | The UN report notes AI cannot replicate emotional support or interpersonal connection and that AI may decrease face-to-face interactions, impeding social skill development |
Challenges: Harming/Unfair Predictive Analytics & Privacy Compromise | The UN report details issues with predictive analytics leading to biased outcomes (UK exam algorithm, Wisconsin, Nevada examples) and privacy compromises |
Challenges: Undermined Student & Parental Agency | The UN Report discusses how commercial AI providers can reduce autonomy of traditional actors and recommends empowering parents and students with information |
Challenges: Limited AI Applications for Children with Disabilities | The UN Report notes concerns that AI systems can discriminate against individuals with disabilities and stresses the need for AI tools to address inclusion for students with disabilities |
Challenges: High-Risk AI, Data Misuse, Biases, Discrimination | The UN Report extensively discusses algorithmic biases, discrimination based on race, gender, disability, and the risks of data misuse in high-risk applications |
Challenges: Potentially Harmful/Unethical Identification of Learner's Emotional State | The UN Report mentions "emotion recognition software" used to monitor facial expressions and determine moods, highlighting this as a concern. |
Challenges: AI Monitoring & Digital Safeguarding – Privacy, Consent, Freedom of Expression | The UN Report discusses issues with consent in educational settings, data ownership, surveillance, and how social media surveillance software can undermine student freedoms |
Shortage of Impartial Evidence on Tech Impact | The UN Report states "actual impact...is unclear," "overwhelming majority of claimed evidence is produced by developers," and calls for "independent, interdisciplinary research" |
Accessibility & Digital Divide | The UN Report dedicates significant space to the digital divide and strategies to close it |
Focus on Learning Outcomes over Digital Inputs | The UN Report states AI use should be "pedagogically justified" and "enhance learning outcomes," and bring "added value to quality education" |
Need for Regulation & Quality Control | The Report emphasizes ethical frameworks, robust legal/policy frameworks, monitoring/evaluation, and the State's regulatory role |
Business Practices of Tech Companies & Ethical Concerns | The UN Report discusses the aggressive push of commercial AI, profit motives, and calls for regulating tech companies. |
Importance of a Balanced Curriculum (Arts & Humanities) (Citing UNESCO) | The UN Report implicitly supports this by emphasizing originality, critical thinking, creativity, and ethical reasoning – skills often cultivated in humanities. |
Concern about Job Loss due to AI in Education | The UN Report explicitly states "concern that widespread AI adoption and automation in education could lead to large-scale job losses." |
Evolving Role of Teachers (Not Replacement by AI) | The UN Report stresses teachers' central role, AI as support not replacement, and human oversight. |
Social media/Smartphone usage & Negative Impacts (Physical, Mental, Academic) | The UN Report links increased social media/smartphone use to mental health crises, notes information overload impacts, and recommends addressing adverse effects of screen time |
Proposed Solutions (Reducing screen time, limiting phone usage in schools, etc.) | The UN Report's recommendation to "[a]ddress the adverse effects of screen time and AI on children’s physical, mental and emotional well-being" aligns with the need for interventions. |
Debate around Causal Claims & Need for Action Regardless (FNI's discussion of Jonathan Haidt's work and his critics) | The UN Report notes that "[w]hile there is not yet a consensus on the exact causation..., [a] precautionary approach is necessary." This captures FNI's summary of the debate and call for precaution. |
Precautionary Approach to AI in Education (FNI's overarching conclusion) | The UN Report concludes the section on student well-being by stating that "[a] precautionary approach is necessary, particularly within educational settings." |
Special acknowledgments
The UN Report particularly acknowledges the analysis of the Facts and Norms Institute on two key topics: Concerns over AI-driven Job Losses in Education and the Need for a Precautionary Approach to Student Well-being and Mental Health.
Paragraph 59 of the UN document, under the section "Deprofessionalization of teaching," notes:
"There is also concern that widespread AI adoption and automation in education could lead to large-scale job losses, especially in low-income countries and areas already facing difficulties in recruiting and retaining qualified teachers."
The Report expressly attributes this concern to the contributions by the Facts and Norms Institute, the Russian Federation, and the National Confederation of Education Workers. FNI's study had indeed flagged "job loss due to AI in education and other areas" as a significant issue requiring careful scrutiny.
Moreover, the Special Rapporteur’s report, in its discussion on "Student well-being and mental health" (paragraph 76), states:
"Young people’s mental health crisis – a rise in anxiety, depression and self-harm – is often linked to the increased use of social media130 and the widespread adoption of smartphones and social media starting in the early 2010s. While there is not yet a consensus on the exact causation and extent of harm, the primary question should be whether there is sufficient evidence to deem AI, smartphones and social media technologies safe for children and adolescents. A precautionary approach is necessary, particularly within educational settings."
The Report explicitly attributes this perspective to the "Submission by Facts and Norms Institute." This directly reflects FNI's argument for prioritizing student safety amidst technological uncertainties.
Expert reaction
“That our research was woven into an official UN document; this confirms that a Global-South voice on AI and human rights is part of the international debate,” said Professor Henrique Napoleão Alves, who spearheaded the Institute’s contribution.
"Our submission highlighted the human rights implications of AI, calling for a careful, evidence-based, and precautionary approach to its impact on student well-being.
We also raised socio-economic concerns, such as the risk of job displacement for educators and other workers.
Seeing these points echoed at this level reinforces the value of independent, critical academic input in shaping global policy on emerging technologies."
Link to FNI's Submission:
Link to the UN Report:
About the Facts and Norms Institute:
The Facts and Norms Institute is an independent academic institution based in the Global South. The Institute’s mission is to promote education based on reason, justice, human rights and the pursuit of peace. The Institute has extensive collaboration with international organizations, including the United Nations Special Procedures. For more information about the Institute’s activities and projects, please visit www.factsandnorms.com
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