Reframing AI Governance in Education: A Critical Policy Analysis of UNESCO’s Framework

Author(s)	Ms. Sushma Dey
Country	India
Abstract	Artificial Intelligence (AI) is increasingly revolutionizing educational structures and systems through tailored made platforms personalized to minutest extent, predictive analytics, automated evaluation tools, and administrative optimization. While AI presents opportunities for personalization and efficiency, it concurrently raises concerns regarding equity, privacy, accountability, and ethical governance. UNESCO has proposed a policy-oriented framework to guide and emphasize ethical, thoughtful, and human-centric adoption of technology. This paper presents a critical analytical interpretation of UNESCO’s governance principles from an educational management and leadership perspective. Rather than replicating policy language, the study recontextualizes key themes—human-centered AI, equity, data protection, transparency, and institutional responsibility—within a systems governance model. The paper contends that effective AI governance depends not only on ethical guidelines but also on institutional capacity, leadership readiness, and regulatory coherence. The study contributes to interdisciplinary scholarship linking AI policy, educational governance, and organizational leadership.
Keywords	AI Governance, Educational Leadership, Digital Ethics, Policy Analysis, Institutional Management, Educational Technology
Published In	Volume 8, Issue 2, March-April 2026
Published On	2026-04-27

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