AIEOU: AI In Education, Oxford University

We contribute to AIEOU initiative (AI In Education, Oxford University), co-led by Dr. Sara Ratner, Prof. Rebecca Williams, Prof. Elizabeth WonnaCott. In particular, we are a part of the collaboration group and subcommittee, dedicated to ITE frameworks and AI-ED policy, including our focus and input on robotics, embodied and advanced systems. This initaitive echoes our previous input and exchanges on UNESCO / UNICEF frameworks on the responsible use of AI in education and science.

Related

• UNESCO’s AI Competency Frameworks

• UNESCO: Science Report 8th Edition (2026)

• UNICEF: Data Governance For EdTech

AIEOU

AI in Education at Oxford University (AIEOU) is a global, interdisciplinary hub advancing research, collaboration, and public dialogue on the future of education in the age of artificial intelligence. Bringing together educators, researchers, policymakers, industry leaders, and families, the initiative pursues evidence-informed, human-centred approaches to AI in education through collective intelligence and participatory design. Its work is grounded in the recognition that innovation must be inclusive and contextually situated, reflecting the real-world conditions of learners and educators across diverse institutional and geographic settings.

AIEOU's framework aligns with emerging international standards for AI literacy and pedagogy, including UNESCO's AI Competency Frameworks for Teachers and Students and the broader trajectory of AI-ED policy under development across OECD member states and the European Commission. Our contributions engage specifically with robotics, embodied systems, and advanced AI architectures in educational contexts, areas that extend beyond software-centered perspectives to encompass the physical and interactive dimensions of AI deployment in learning environments. These include assistive robotics, multimodal interfaces and the governance considerations specific to AI systems that operate in direct contact with learners, including children and young people in formal and non-formal education settings. Ensuring that such systems are safe, rights-respecting, and pedagogically sound requires frameworks that integrate technical standards with human-centred design principles across the full AI lifecycle.

References

¹ University of Oxford. "AI in Education at Oxford University (AIEOU)." University of Oxford. 2024. Available at: https://www.oxford.ac.uk

² UNESCO. "AI Competency Framework for Teachers." United Nations Educational, Scientific and Cultural Organization. Paris. August 2024.

³ UNESCO. "AI Competency Framework for Students." United Nations Educational, Scientific and Cultural Organization. Paris. October 2024.

⁴ UNICEF. "Policy Guidance on AI for Children: 2nd Edition." United Nations Children's Fund. New York. 2024.

⁵ UNESCO. "Recommendation on the Ethics of Artificial Intelligence." United Nations Educational, Scientific and Cultural Organization. Paris. November 2021.

⁶ European Commission and OECD. "Draft AI Literacy Framework." European Commission. Brussels. 2025.

⁷ OECD. "Recommendation of the Council on Artificial Intelligence." Organisation for Economic Co-operation and Development. Paris. 2019. OECD/LEGAL/0449.