Meeting of Ministers of Education
on the Future of AI in Education

“Learning with AI, Learning for a World with AI”

Meeting of Ministers of Education on the Future of Artificial Intelligence (AI) in Education is held on the occasion of hosting the OECD Global Forum on the Future of Education and Skills, on 24-26 November 2025 in Bratislava, Slovakia.

Meeting will bring together Ministers and delegations from over 40 countries to discuss how we can harness the opportunities of trustworthy AI to better prepare educators and education systems to make the most of these technologies while mitigating risks.

Jointly with representatives from technology industry, Ministers will explore how AI models can enhance the learning process, personalize educational content through AI-driven platforms, and help bridge educational gaps to make teaching and learning more relevant, more effective and more equitable.

Organizers

The Ministry of Education, Research, Development and Youth of the Slovak Republic is the
central body of the state administration of the Slovak Republic for elementary, secondary
and higher education, educational facilities, lifelong learning and for the state’s support
for research, development and youth.

The Ministry manages schools and school facilities at the territory of the Slovak Republic
through generally binding rules, by providing vocational guidance to all founders, it
administers the network of school and school facilities in the Slovak Republic.

Though regional school authorities it provides for realization of the state administration.
The competences of the Ministry are set out by law.

Web of the Ministry

The Organisation for Economic Co-operation and Development (OECD) is an international
organisation that works to build better policies for better lives.

Organisation works closely with policy makers, stakeholders and citizens to establish
evidence-based international standards and to find solutions to social, economic and
environmental challenges.

From improving economic performance and strengthening policies to fight climate change to
bolstering education and fighting international tax evasion, the OECD is a unique forum and
knowledge hub for data, analysis and best practices in public policy.

Core aim is to set international standards and support their implementation – and help
countries forge a path towards stronger, fairer and cleaner societies.

Web OECD

Tomáš Drucker

Minister of Education, Research, Development and Youth of the Slovak Republic

Tomáš Drucker (born in Bratislava) is a Slovak manager and politician.

  • He studied computer science and automation at the Slovak Technical University in
    Bratislava and law at the Trnava University in Trnava.
  • He graduated from the prestigious Sloan Master in Management and Leadership master’s
    program at the London Business School in London.
  • In the past, he worked in several managerial positions, engaged in consulting in the
    field of process improvement and management.
  • From 2012 to 2016, he led the Slovak Post, where he implemented a recovery program, for
    which he received the prestigious Forbes and PwC award “The Most Respected CEO” in 2017.
  • From 2016 to 2018, he held the position of Minister of Health of the Slovak Republic,
    and in 2016 he also led the EPSCO Council within the Slovak Presidency of the EU.

He also briefly held the position of Minister of the Interior.

President Zuzana Čaputová appointed Tomáš Drucker to the position of Minister of Education, Research, Development and Youth of the Slovak Republic on October 25, 2023.

He is married, has two kids.

Mathias Cormann

OECD’s sixth Secretary-General

Working with OECD members, his priorities as Secretary-General are:

  • Promoting policies to secure strong, sustainable, inclusive and resilient economic
    development and growth;
  • Providing global leadership on climate action to help secure global net zero by
    2050 by facilitating the diffusion of evidence based best policy practice and
    improved international cooperation;
  • Seizing all the opportunities of the digital transformation and AI while mitigating
    and better managing all of the evolving associated risks and disruptions;
  • Promoting well-functioning global markets and a global level playing field with a
    rules-based trading system in good working order;

Advancing OECD standards through membership and partnerships and a sound approach to
sustainable development.

Prior to his appointment to the OECD, Mathias served as the Australian Minister for
Finance, the Leader of the Government in the Australian Senate and as Federal Senator
representing the State of Western Australia.

In these roles, he has been a strong advocate for the positive power of open markets,
free trade and the importance of a rules-based international trading system.

  • Mathias was born and raised in the German-speaking part of Belgium.
  • He migrated to Australia in 1996, attracted by the great lifestyle and
    opportunities on offer in Western Australia.
  • Before migrating to Perth, Mathias had graduated in law at the Flemish Catholic
    University of Louvain (Leuven), following studies at the University of Namur and, as
    part of the European Erasmus Student Exchange Program, at the University of East
    Anglia.
  • Between 1997 and 2003, he worked as Chief of Staff as well as Senior Adviser to
    various State and Federal Ministers in Australia and for the Premier of Western
    Australia.
  • Between 2003 and 2007, Mathias worked for major Western Australian health insurer
    HBF in a range of senior management roles.
  • In 2001, realising a childhood dream, Mathias obtained his private pilot’s
    licence.
  • Mathias grew up speaking German and graduated in law following studies in French,
    Flemish and English.
  • He is married to Hayley, a Perth lawyer, and they have two young daughters,
    Isabelle and Charlotte.

Background note

Artificial Intelligence in Education

  • amplifies good ideas and good educational practice in the same way it amplifies poor educational
    ideas and poor educational practice.
  • can help us make education more inclusive by making learning much more accessible and better
    adaptive to the different needs of learners, but it can also amplify almost any form of inequity in
    education.
  • can super-empower teachers as designers of innovative learning experiences, or it can disempower
    them to become slaves of scripted lessons plans or learning algorithms they no longer understand.
  • can help us reduce human bias through better data and analytics, but it can also amplify and
    entrench human bias.
  • can connect us across geographic, linguistic or cultural boundaries, but it can also sort us into
    echo-chambers that amplify our own views and insulate us from divergent thinking.

Themes

Learning with AI – the “HOW”

AI reshuffles educational opportunity, and it does so both for people and for countries. This is because the digital transformation is not just about who has the best technology, but about who is most imaginative about what teaching and learning can be when powered by AI. AI helps unbundle educational content, delivery and accreditation and it can liberate billions of learners from pursuing expensive degrees to taking ownership over what they learn, how they learn, where they learn and when in their lives it works best for them to learn.

Education policy can help cultivate a more innovation-friendly eco-system for educational institutions, and it can establish guidelines and guardrails for AI that provide well thought-out regulations that lead to transparent, explainable, bias-free, and socially-negotiated applications. It can drive strategic funding, development and procurement. And it can encourage the combination of professional autonomy and collaborative culture that engages educational institutions and the business sector to co-create smart, user-friendly, open and interoperable, and most importantly pedagogically meaningful AI learning systems.

In the first part of the Ministerial, the OECD will share a set of principles for the effective use of AI for the delivery of education and countries will share their own experience with establishing opportunities, guidelines and guardrails for the use of AI in education.

Learning for the World with AI – the “WHAT”

While a considerable part of the public discourse on AI focuses on the use of technology for the delivery of education – the how ­in education – AI is silently shifting the ground rules as to what students should learn to complement AI capabilities – this is about – the what in education. AI pushes us to think harder about what makes us human, how we complement, not substitute, the artificial intelligence we are creating with our computers. AI literacy is of course a must, but what about the rest of the curriculum?

If education policy wishes to do more than adapting curricula and instructional system post-hoc to every new AI tool, it needs to take an active role to anticipate the evolution of AI capabilities.

The OECD has developed an empirical methodology to do exactly that. This methodology provides a set of indicators along key dimensions of human capabilities that each describes the development of AI towards full human equivalence. These indicators describe: Language; Social interaction; Problem solving; Creativity; Metacognition; Knowledge, Learning, Memory; Vision; Manipulation; and Integrated Robot Intelligence. The indicators are presented in scales of five levels, where the most challenging capabilities for AI systems are found towards the top. Grounded in human psychology, this approach offers a structured and high-level perspective on AI development.

Linking AI capabilities to human capabilities allows policy makers to gauge AI’s potential role in education. For example, to what extent can AI emulate the kind of social capabilities that are key to the work of teachers, and thus where can AI substitute or complement different tasks of teachers? And what are the implications when AI capabilities increase to the next level?

In the second part of the Ministerial, the OECD will present current AI capabilities through these indicators and provide indications for how those capabilities are likely to evolve. This will enable Ministers to discuss the implications for education, from curriculum design, through pedagogy, to how to configure space, time, people, technology and relationships to create the kind of learning environment that will educate learners for their future, not our past.

Reference Documents

  1. OECD (2025), Introducing the OECD AI Capability Indicators, OECD Publishing, Paris
  2. Interactive website to explore AI Capability Indicators: https://aicapabilityindicators.oecd.org/index.html
  3. OECD-Education International (2023), Opportunities, Guidelines and Guardrails on Effective and Equitable Use of AI in Education, OECD Publishing, Paris

Agenda

23 November 2025

18:00 – 20:00

Informal Welcome Dinner

H. E. Tomáš Drucker, Minister of Education, Research, Development and Youth, Slovak Republic invites Ministers to an informal welcome dinner on the eve of the Meeting of the Ministers of Education on the future of AI in Education. The evening will provide an opportunity to engage in informal exchange and strengthen connections across countries, helping to lay the groundwork for the collaborative discussions that will follow. In keeping with the principles of the event, the dinner will be held under Chatham House rules to encourage open exchange.

24 November 2025

8:00 – 9:00

Registration–Welcome coffee

9:00 – 9:10

Welcome remarks

⁠H. E. Tomáš Drucker, Minister of Education, Research, Development and Youth, Slovak republic

⁠Mr. Andreas Schleicher, Director of Education and Skills, OECD

9:10 – 10:15

Open Discussion session: Learning with AI – the “HOW”

This interactive session opens the floor to bold ideas, shared challenges, and collaborative solutions for the future of education. The session is designed as an open platform for interactive exchange between ministers, fostering dialogue on collaborative approaches and policy innovation.

OECD will present opportunities, guidelines and guardrails for the use of generative AI in the design and delivery of educational services. Ministers will then discuss how we can harness the opportunities of trustworthy AI to make learning more relevant, more effective and more equitable, and to better prepare educators and education systems to make the most of these technologies while mitigating risks.

10:20 – 10:30

Coffee break

10:40 – 11:50

Interactive Roundtables: Learning for the World with AI – the “WHAT”

Participants will be organized into three roundtables, each bringing together a diverse mix of government representatives to foster dialogue and collaboration. Each roundtable will start with a Minister whose country has been leading on the respective theme.

Ministers will discuss how we can design forward-looking curricula and credentials that enable learners in both academic and vocational pathways to thrive in an AI-powered world, the implications of AI for the work of teachers, how AI models might reinforce learning development, and how AI can bridge educational gaps and ensure inclusivity and equitable learning opportunities.

Roundtable 1: Opportunities

This roundtable will examine how countries that are at the forefront of deploying AI in education are using these technologies to enhance learning outcomes, improve equality of opportunities, and support teachers. The aim is to identify promising practices, draw lessons on how AI can add value to learning systems, and consider how these opportunities might be adapted across different national contexts.

Roundtable 2: Guidelines & Guardrails

This roundtable will focus on how countries are developing and implementing guidelines for the safe, ethical, and responsible use of AI in education. Discussions will explore how such frameworks can balance innovation with safeguards to ensure equality of opportunity, protect learners, and address risks such as bias or misuse. The aim is to distil insights on effective policy approaches and identify common principles that can guide international cooperation.

Roundtable 3: AI Capabilities

This roundtable will explore the implications of emerging OECD evidence on AI capabilities for what students need to learn and how teachers’ roles may evolve. The discussion will focus on how curricula and teaching strategies can be adapted in light of AI’s growing capacities in different areas, and how education systems can prepare learners for an AI-powered world. The aim is to anticipate shifts in skills demand, identify priorities for curriculum renewal, and exchange views on how to support educators in navigating these changes.

12:00 – 13:15

Closing & Working lunch – From insights to Collective Action

The working lunch will synthesise the insights from the three roundtable discussions and provide Ministers with an opportunity to reflect collectively on the outcomes. The dialogue will centre on identifying shared priorities and exploring avenues for future collaboration. The format is designed to ensure contributions from all Ministers, and, time permitting, may also include reflections from selected business leaders to enrich the discussion.

Remarks by:

H. E. Mathias Cormann, OECD Secretary-General

H. E. Roxana Mînzatu, European Commission, Executive Vice-President for Social Rights and Skills, Quality Jobs and Preparednes

13:15

Family Photo