Summary:
Le 7 octobre 2025, l’Organisation de coopération et de développement économiques (OCDE) a publié le rapport Résultats de l’enquête internationale sur l’enseignement et l’apprentissage 2024 – L’état de l’enseignement. L’objectif est d’informer les acteurs de l’éducation sur l’adoption et les perceptions de l’IA par les enseignants à l’international. Les points clés comprennent des différences nationales significatives dans l’utilisation de l’IA parmi les enseignants, l’utilisation répandue de l’IA pour résumer des sujets et générer des plans de cours, des préoccupations concernant les abus potentiels et les risques liés à l’IA, et un manque généralisé de connaissances ou de formation parmi les enseignants pour utiliser efficacement l’IA dans l’enseignement.
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The integration of digital tools and AI in education, according to findings in the 2024 OECD Teaching and Learning International Survey (TALIS), presents a mixed landscape shaped by varying teacher practices, systemic challenges, and regional differences. In around half of the surveyed education systems, the use of digital tools for individualized instruction and assessment is more prevalent among teachers whose classrooms face higher linguistic or special education challenges. For instance, teachers with over 10% of students struggling with the language of instruction or over 30% of students with special education needs tend to employ these tools more frequently. However, in classrooms where over 30% of students come from socio-economically disadvantaged homes, this trend reverses, underscoring potential inequities in digital adoption.
AI usage among teachers is similarly uneven, reflecting significant disparities across countries. While around one in three lower secondary teachers globally report using AI in their work, the adoption rates range from approximately 75% in countries such as Singapore and the UAE to under 20% in France and Japan. These variations may partly stem from differences in national policies, digital infrastructure, or societal attitudes towards AI. The most common uses of AI among teachers include summarizing topics (68%) and generating lesson plans (64%), whereas the use for more data-driven functions, such as reviewing student participation or performance (25%) and assessing student work (26%), remains limited. A further 40% of teachers, on average, agree that AI helps support students individually, with the highest levels of agreement in Vietnam (91%) and the UAE (87%).
Despite these advancements, significant issues persist. Ethical concerns, such as AI’s potential to amplify biases, reinforce student misconceptions, or compromise data privacy, resonate with about 40% of teachers globally. Alarmingly, 70% of teachers believe AI enables students to misrepresent others’ work as their own, highlighting plagiarism risks. Legal frameworks such as the General Data Protection Regulation (GDPR) in Europe underscore the obligation for schools and tech providers to prioritize student data security and privacy. However, gaps in enforcement remain a challenge.
A lack of preparedness further impedes AI’s potential in the classroom. Three in four teachers report insufficient skills to integrate AI into their teaching effectively, with about half opposing its use altogether. This highlights the critical need for professional development. For example, comprehensive training programs such as Singapore’s Smart Nation push have facilitated higher rates of AI adoption by upskilling teachers in cutting-edge digital competencies. In contrast, restrictive school policies in some regions, with one in ten teachers reporting outright AI bans, may hinder proactive AI integration.
The implications for the education sector are far-reaching. Companies developing AI-driven educational tools must address ethical concerns and employ inclusive design to mitigate biases. Policymakers should consider establishing clearer guidelines for AI use in classrooms, modeled on laws like the U.S. Children’s Online Privacy Protection Act (COPPA). There must also be targeted investments in teacher training to bridge skill gaps, ensuring equitable access to these technologies across socio-economic lines.
Ultimately, while AI and digital tools hold promise for improving personalized instruction and administrative efficiency, their successful integration into education systems depends on addressing legal, ethical, and infrastructural challenges. Only then can these technologies fully support students and teachers in achieving educational outcomes that are both equitable and innovative.