Drawing on new research from ThinkYoung and lessons from OpenAI’s education partnerships across EMEA, the report examines how artificial intelligence (AI) can support independent learning and what systems need to change. As AI becomes easier to use, the policy conversation shifts from ‘‘what to know’’ toward ‘‘which skills and capabilities will help learners thrive in an AI-enabled world.’'
The debate around PISA and AI, including contributions from the OECD and Andreas Schleicher, highlights a central point: increasing AI capability does not reduce the importance of teachers. Educators’ expertise, judgment and capacity to guide learning remain essential, and preparing teachers, schools and governments with AI skills and confidence should be a priority for education systems.
Where the partnerships are working
OpenAI is collaborating with governments and education systems in multiple EMEA countries, including Estonia, Slovakia, Greece and Italy. These partnerships focus on three shared priorities:
- equitable access to frontier AI tools;
- jointly designed AI literacy programmes;
- ongoing measurement and evaluation, adapted to local languages, curricula and institutions.
The report organises lessons around five themes: clear educational goals, educator preparation, local partnerships, critical AI literacy and credible evidence.
Three early patterns
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Country partnerships yield context-specific lessons. Experience in Estonia, Greece and Slovakia points to three principles that other systems can adapt: strong public leadership to set direction; investment in teachers’ skills and confidence; and practical support aligned with local curricula and classroom needs.
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A growing AI guidance gap in education. ThinkYoung’s new research shows a clear mismatch between use and instruction: 79% of surveyed students reported using AI for homework or assignments, but only 47% said they had been shown how to use it. That gap makes support for educators and clearer expectations for students urgent priorities for governments.
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Early benefits for teachers are visible. Adoption and reported time savings among teachers are encouraging early signals. Understanding whether and how AI strengthens knowledge, independent thinking and retention will require sustained evaluation; the partnerships highlight where governments can prioritise such research.
Measuring progress
Partners are assessing impact through teacher adoption metrics, self-reported time savings, surveys, programme monitoring and consultation. These approaches help surface participant experiences and barriers, but the report cautions that these are early indications rather than definitive evidence.
OpenAI’s role and aims
OpenAI states its mission is to ensure artificial general intelligence benefits everyone, and helping learners flourish is central to that goal. The organisation argues that every young person should have opportunities to build skills for a world increasingly shaped by AI, regardless of background or school. Through the OpenAI Learning Lab, education researchers are being brought together to study when and how AI can support education systems; OpenAI also commits to learning openly from findings, including when they challenge its assumptions.
Conclusions
Decisions made now will influence how the next generation learns, works and participates in society. The report concludes that with ambition, care, public leadership and a commitment to evidence, AI can expand educational opportunity and strengthen young people’s ability to understand, create and act independently. The partnerships offer early, practical lessons rather than a single model for systems to follow.
