At the summit, we aim to find collaborative solutions to support the development of the teaching profession, with a focus on strengthening teacher and school leadership autonomy and the effective use of AI.
Programme overview
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Reception at the Estonian Statehood House, hosted by the President of the Republic of Estonia, Alar Karis.
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In a world shaped by complex global challenges and rapid technological advancements, we are facing the demand to rethink the concept of learning, to redesign our approaches to teaching and hence, to reimagine what it truly means to be an educator. How might we embrace and further nudge the evolving teaching profession? How can we guarantee that we are preparing our teachers to be agile professionals who embrace the unknown, and empower their students to do the same? How can we strengthen meaningful relationships and collaboration between teachers and learners in an evolving educational landscape? Even more, just as the teaching and learning process is evolving, so too must our understanding of the pathways of becoming a teacher, of diverse career perspectives of educators. Becoming a teacher by completing respective studies is no longer the first choice of career for many and we must find new ways to support career decisions in favour of becoming an educator lifelong and life wide. This is as much a matter of educational policy as it is one of purpose and strategic foresight.
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Finding a balance between attracting new talent while also nurturing continuous professional growth is a challenge faced by all education systems. Across successful education systems, certain common features emerge. Professional autonomy – for both teachers and school leaders – has consistently proven to be a powerful enabler of innovation, well-being, and long-term improvement. But autonomy is not a stand-alone value; it rests on trust and is meaningful only in a collaborative culture. Trust in school leaders to guide change with vision and care. Trust in teachers to lead their practice and curriculum implementation with accountability, integrity and competence. And trust in learners to take ownership of their educational journey. This interplay between autonomy and trust invites us to reflect more deeply on the foundations of resilient and future-ready education systems, at the heart of which is the teacher with their understanding of their own teaching practices, coupled with a strong sense of responsibility and accountability. It also raises an essential policy challenge: how can policymakers and trade unions, also in cooperation with other social partners, work together to build and sustain education systems grounded in trust and meaningful professional autonomy?
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Education systems around the world are changing to keep pace with an increasingly complex and fast-moving world. This shift presents both an opportunity and a responsibility: to integrate new technologies – especially artificial intelligence (AI) – into teaching and learning in ways that genuinely empower educators and help every student thrive. AI is no longer a question of the future in education; it is already a catalyst in today’s learning environments. The critical question is: how can we make the most of AI as a tool in our hands to take a sustainable and evidence-based leap into the future now? What is the potential of AI to address some of the most crucial challenges we face in education today – from access to good quality education despite the socio-economic disparities, to more personalised approaches to make sure that our learners are able to catch up and stay motivated for learning?
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