For teachers, generative AI can improve both productivity and teaching quality. Evidence cited in the OECD’s new report, Digital Education Outlook 2026, shows a 31% reduction in time spent on lesson and resource planning by secondary science teachers in England and a 9-percentage-point increase in student pass rates when low-experience tutors used AI support, with smaller gains for more experienced tutors.

This new report examines whether GenAI can enhance learning when used within clear pedagogical frameworks and the dangers of relying on these new tools without teacher guidance or input.

From students using chatbots for homework to teachers generating lesson ideas in seconds, generative AI is rapidly reshaping education. Our latest blog highlights that, while AI offers exciting opportunities, its impact depends on how it’s used. Tools designed with clear pedagogical intent can enrich learning and support teachers, but unstructured use may weaken deep learning and critical thinking.

Purpose-built AI systems show promise in enhancing tutoring and teacher training, yet evidence is still emerging. The key message is intentional use: integrate AI to support pedagogy and cognitive effort, not replace them, then build GenAI literacy for the future.

Every day, early childhood teachers make hundreds of decisions, from how they set up learning environments to the questions they ask during play. But how often do they stop to reflect on why they do what they do?

In this blog, Director for Education and Skills Andreas Schleicher explores the growing evidence that intentional child development practices are one of the most powerful drivers of children’s learning, well-being and long-term success. Drawing on findings from the TALIS Starting Strong survey, the article highlights which practices matter most, such as purposeful play, guided interactions and developmentally informed planning and why many educators struggle to implement them consistently despite knowing their value.
 

28 January 16.00 CET

End of school exams and assessments play a critical role in shaping the futures of teenagers across the globe, but are they fit for purpose? In this webinar, experts discuss whether final exams and assessments reflect real-world skills and debate their impact on students.

The discussion will reflect findings from a new OECD report The Theory and Practice of Upper Secondary Certification. Panelists will consider how countries design their certificates, and ways to balance exams and teacher assessments to recognise important skills like problem-solving, creativity and collaboration. Register for the discussion and learn how systems are working to keep qualifications fair, meaningful and manageable for today’s learners.

5 February 14:00 CET

Empathy plays a central role in how children interact with others, build relationships and contribute to supportive and inclusive schools. It matters for cohesive, peaceful societies. Yet while many recognise its importance, education systems still struggle to define empathy, teach it and create policies and assessments to support and monitor its development.

In this webinar, we'll explore why empathy matters for education systems and how it can be measured, understood and implemented. Bringing together global perspectives from research, policy and practice, the discussion will examine how we can support system-level strategies and school-based initiatives that foster empathy, children’s wellbeing and positive school climates. Join us to see how we can bring empathy to the heart of education.

Revisiting this podcast one year on, as AI tools become more common in classrooms, this episode of Top Class explored a question many teachers are still grappling with today: how can AI support learning without undermining it?

Featuring Adeel Khan (MagicSchool AI) and Associate Professor Wayne Holmes (University College London), the conversation unpacked the benefits, risks and real classroom implications of AI, from personalised learning to concerns about critical thinking, bias, and privacy.