Answers are abundant: What UNESCO’s Digital Learning Week taught us about AI and the Future of Learning
Over the past week, the halls and meeting rooms of UNESCO in Paris were filled with a question that, in one way or another, surfaced in almost every conversation: are we truly making the most of artificial intelligence to enhance education?
Representing Eidos Global, I had the enormous privilege — and responsibility — of taking part in Digital Learning Week 2026 alongside international organizations, governments, educators, researchers, and technology companies. Each, from their own perspective, trying to shape a conversation that is no longer new, yet continues to expose the challenges we face in turning the enormous potential of this technology into better learning experiences.
I went there to gain a deeper understanding of where global conversations around artificial intelligence and education are heading. Also to share what we at Eidos have learned after 18 years of designing and implementing learning experiences across Latin America. And, of course, to bring back to the Eidos team and our partners a necessary question: what do we need to do differently?
We came back with new learnings, but also with much more concrete challenges.
An inflation of right answers
There is something fascinating happening in front of us.
For much of the history of education, finding an answer was a central part of the effort involved in learning. We had to search for it, remember it, connect it with other ideas, or ask someone.
Today, we can open an artificial intelligence tool and get a reasonably good answer in seconds. And not just one: we can ask for another explanation, an example, a summary, an analogy, a simpler version, or a deeper one.
In a way, we are entering an era of right-answer inflation.
And when something becomes abundant, the value of what remains scarce changes. If getting an answer is becoming increasingly easy, learning can no longer be primarily about having the answers.
What matters is knowing what to ask, having the judgment to decide whether an answer makes sense, and being able to solve problems creatively. The ability to recognize what we don’t know, challenge information, change our minds, connect ideas, collaborate with others, and make decisions in the face of uncertainty becomes even more valuable.
Perhaps more than ever, what matters is learning how to learn.
This feels particularly close to us at Eidos.
A few years ago, together with UNESCO, we asked ourselves which capabilities people would need to build our futures. We talked about critical thinking, creativity, collaboration, empathy, communication, resilience, digital literacy, and continuous learning, among others.
The arrival of artificial intelligence does not make these capabilities less relevant. On the contrary, it makes them even more valuable.
And it forces us to ask new questions: What is worth delegating to AI? Which capabilities should we preserve and strengthen precisely because AI exists? How do we teach people to use these tools without giving up the very thinking skills we want to develop?
The promise of much more personalized education
At the same time, it would be a mistake to look at this transformation only through the lens of its risks. The opportunity is enormous.
For the first time, we have tools capable of supporting an individual at a scale that would have been difficult to imagine just a few years ago: explaining a concept in different ways, adapting a conversation to someone’s pace, providing immediate feedback, and being available whenever a question arises.
For education systems that have spent decades having to choose between personalization and scale, this could change a great deal. And for those of us working to expand access to high-quality learning opportunities, that possibility is extraordinary.
But throughout the week, we kept coming back to a distinction that I believe is fundamental for Eidos:
Personalizing an answer is not the same as transforming a learning experience.
Learning remains a deeply human experience.
We learn when something sparks our curiosity. When we make a mistake and try again. When a question pushes us to think a little further. When someone believes we can move forward. When we feel that we belong to a community. When what we are learning begins to change what we believe is possible for us.
That is why our question when it comes to artificial intelligence is not how much we can automate or personalize, but where AI should sit within a learning experience to help us learn better.
That question is already transforming the way we design at Eidos.
With MentorIA, for example, we have been exploring a deliberately different approach: an AI-powered tutor that, instead of immediately providing the answer, guides learners through questions, hints, and reflection.
Not because giving the answer is technically difficult. Precisely because it has now become too easy.
And through our Learning Communities, we continue to work on the other side of the challenge: what no algorithmic personalization can fully replace. Belonging, collaboration, and the connection with other people going through the same learning process.
Our hypothesis is becoming increasingly clear:
Technology can enormously enhance learning, as long as pedagogy continues to determine why and how we use it.
From the big conversations at Digital Learning Week to what happens in a community
Hubo otra idea que fue tomando fuerza a medida que avanzaba la semana en París.
Tenemos cada vez mejores marcos y herramientas. Más investigación. Más organizaciones pensando cómo incorporar inteligencia artificial a la educación.
El desafío empieza cuando todo eso tiene que aterrizar.
Porque eventualmente un marco global se encuentra con una docente que tiene poco tiempo; una plataforma se encuentra con alguien que está aprendiendo desde un celular.
Una estrategia de inteligencia artificial se encuentra con una comunidad con baja alfabetización digital; o una innovación diseñada en un contexto se encuentra con otro idioma, otra cultura y otras condiciones de conectividad.
Y por sobre todo, una promesa de transformación se encuentra con una persona que simplemente quiere saber si aquello que está aprendiendo le va a permitir construir una vida mejor.
Ahí empieza otra parte del trabajo.
Another idea grew stronger as the week in Paris progressed.
We have increasingly better frameworks and tools. More research. More organizations thinking about how to integrate artificial intelligence into education.
The challenge begins when all of this has to land in the real world.
Eventually, a global framework meets a teacher with limited time; a platform meets someone learning from a mobile phone.
An artificial intelligence strategy meets a community with limited digital literacy; an innovation designed in one context encounters a different language, culture, and level of connectivity.
And, above all, a promise of transformation meets a person who simply wants to know whether what they are learning will help them build a better life.
That is where another part of the work begins.
During Digital Learning Week, we had the opportunity to take part in conversations about the digital transformation of education systems, including the work of UNESCO’s Global Education Coalition and its Digital Transformation Collaborative.
One particularly relevant issue emerged during one of the workshops: we can have a strong global strategy, aligned institutions, and shared goals, and still face an enormous gap between that strategy and what ultimately happens with educators and learners.
A good idea does not create impact simply by existing. It needs to be translated, adapted, implemented, and measured. And, often, redesigned when it encounters reality.
The role we want to play
Perhaps that was one of the strongest convictions I brought back from Paris.
Throughout its 18-year journey, Eidos has been creating impact precisely in this space.
With young people trying to enter the labor market. With women entering STEM. With migrants and communities built around learning.
With workers navigating transitions, with adults returning to learning — or, more accurately, never really stopping — and with educators, facilitators, companies, governments, and civil society organizations.
These different realities have taught us time and again that it is not enough to bring a learning opportunity to a community: we need to make sure that opportunity actually works for that community.
And I believe that, in this new moment, that experience can be particularly valuable.
We want to keep building bridges between the organizations imagining new frameworks, policies, and technologies, and the people who ultimately have to turn those ideas into learning.
Helping global conversations reach Latin America.
But also making the journey in the other direction: bringing back to global conversations what we learn when ideas meet real communities.
Turning ideas into action
No organization can transform education on its own. The challenge is to connect knowledge, technology, policy, and implementation capacity so that good ideas become better learning opportunities.
At Eidos, we want to keep contributing from that space: connecting organizations with communities, innovation with pedagogy, and the potential of AI with deeply human learning experiences.
We are facing an extraordinary opportunity to help more people learn better and prepare to build their own futures. But we need the conviction and genuine willingness to collaborate and turn ideas into action.
If you share this mission and want to explore how we can bring it to life together, let’s talk.
