OECD Digital Education Outlook 2026: how generative AI can support learning when used with purpose
The OECD Digital Education Outlook 2026 offers a timely and evidence-based examination of how generative artificial intelligence (GenAI) is reshaping education systems—far beyond classrooms and lesson plans. Unlike previous waves of education technology, GenAI tools are often freely accessible, intuitive to use, and widely adopted outside institutional control. This rapid diffusion creates both new opportunities and significant risks for teaching, learning and governance.
Drawing on emerging international research, the Outlook shows that GenAI can support learning when it is guided by clear pedagogical principles. When used without such guidance, however, GenAI may simply improve task performance without leading to genuine learning gains.
Teachers are already using AI but concerns remain
New data underline the speed at which AI is entering everyday educational practice. In 2024, 37% of lower secondary teachers reported using AI in their work, according to OECD’s TALIS survey. More than half (57%) agree that AI helps them write or improve lesson plans. At the same time, 72% of teachers express concerns about academic integrity, fearing that AI could allow students to present AI-generated work as their own.
These mixed perceptions reflect a core message of the Outlook: how GenAI is designed and used matters more than whether it is used at all.
Performance gains do not automatically mean learning
A central finding of the report is that successfully completing tasks with GenAI does not necessarily translate into learning. Studies reviewed by the OECD show that while students using general-purpose GenAI tools often produce higher-quality outputs, these advantages tend to disappear—or even reverse—when AI access is removed, such as in exams.
Offloading cognitive work to chatbots can lead to “metacognitive laziness”, reducing engagement and long-term skill development. By contrast, educational GenAI tools that are intentionally designed or used for pedagogical purposes show more sustained learning benefits.
Pedagogical intent makes the difference
When GenAI is embedded in sound teaching strategies, it can enhance learning and support the development of critical thinking, creativity and collaboration. For example, in well-designed collaborative learning scenarios, GenAI has been shown to strengthen students’ argumentation skills and deepen subject knowledge.
The Outlook highlights the potential of GenAI-powered Intelligent Tutoring Systems (ITS). By enabling natural, dialogue-based interactions, GenAI can transform rigid digital tutors into adaptive pedagogical agents that question, nudge and adjust strategies in real time—making learning more engaging and responsive.
Augmenting teaching while preserving human agency
Rather than replacing teachers, educational GenAI can augment human teaching and tutoring. Research evidence shows that less experienced tutors can significantly improve the quality of their support, and student learning outcomes, when using GenAI tools designed for education.
Crucially, the OECD stresses the importance of co-design. Involving teachers and end users in the development of GenAI tools helps ensure that these technologies amplify professional expertise and respect teachers’ agency, achieving outcomes that neither humans nor AI could reach alone.
Beyond the classroom: research and system efficiency
GenAI is also beginning to transform education research and administration. Since the launch of ChatGPT, a growing number of researchers use GenAI across the research cycle, from idea development to feedback on drafts. In education systems and schools, GenAI can streamline administrative workflows, support curriculum alignment, help design assessment items, and tag and classify learning resources. When well implemented, it can even enable 24/7 study and career guidance.
What governments and stakeholders can do
The Outlook calls on governments and education stakeholders to take action in four key areas:
- Foster human-centred teaching and learning with GenAI by prioritising foundational skills, independent thinking and strong human relationships, and using GenAI selectively to enrich—rather than replace—cognitive effort.
- Invest in educational GenAI research and development, supporting tools grounded in learning science, co-created with teachers and learners, and rigorously evaluated for effectiveness.
- Shape an enabling policy environment for trustworthy GenAI, with clear expectations around privacy, safety, bias, transparency, age-appropriateness and alignment with educational goals.
- Support inclusive GenAI infrastructure for all, ensuring equitable access to devices, connectivity, curriculum-aligned resources and sustained professional learning opportunities.
As education systems across Europe and beyond grapple with the rapid rise of generative AI, the OECD Digital Education Outlook 2026 offers a clear takeaway: GenAI can be a powerful ally for education, but only when guided by pedagogy, policy and a strong commitment to human-centred learning.
