AI in Education in OECD Countries: Research Evidence and Insights for Policy Initiatives
Stéphan will present the main findings of the OECD Digital Education Outlook showing how generative AI could support teaching and learning when used with pedagogical intent, but also harm it through cognitive offloading. He will then present the OECD Insights for the effective use of generative AI in education, a set of guidelines for education stakeholders, and discuss some examples of country initiatives to address the challenges of generative AI. He will then address some of the upcoming challenges for policy makers – but also for research.
Stéphan Vincent-Lancrin is Deputy Head of the Centre for Educational Research and Innovation (CERI) and a Senior Education Economist at the Organisation for Economic Co-operation and Development (OECD), where he leads work on digitalization and AI in education (“Smart data and digital technology in education: AI, learning analytics and beyond”), on education during the covid-19 crisis as well as a large international practice-engaged innovation project in 24 countries on driving change for competency-based curricula (Fostering and Assessing Creativity and Critical Thinking in Education). His work has focused on innovation in education and higher education, looking at how to support innovation-friendly ecosystems in education, how to drive change and adapt to innovation, and studying specific innovations.
His recent reports include the OECD Digital Education Outlook 2021: Pushing the Frontiers with AI, Blockchain and Robots and OECD Digital Education Outlook 2023: Towards an effective digital education ecosystem (2023), Fostering Students’ Creativity and Critical Thinking: What it Means in School (2019), and Measuring Innovation in Education 2023: Tools and Methods for Data-driven Improvement (2023).
He is a Marie Curie Fellow, a 2007 Fulbright New Century Scholar, a 2023-24 residential fellow at Stanford University’s Center for Advanced Study in the Behavioral Sciences (CASBS) and received awards for his work from the US National Association of Assessment Directors and from the International Center for Innovation in Education. He holds a PhD in economics, a master’s in philosophy and a grande école diploma (Ecole Supérieure de Commerce de Paris).