AI Ethics & Safety

UNESCO – AI competency framework for students

UNESCO developed an AI competency framework for students, outlining four essential aspects: a human-centered mindset, ethics of AI, AI techniques and applications, and AI system design. These components emphasise core values, social responsibility, foundational knowledge, practical skills, and higher-order thinking (Miao et al., 2024). The framework is structured around three progression levels: ‘understand’, ‘apply’, and ‘create’, highlighting the need to support students in interpreting AI tools and applications, applying ethical, human-centered approaches in learning and practice, and developing advanced skills to create AI solutions while fostering community engagement and social responsibility. In the document, UNESCO further offered competency blocks for each level of progression, aligning student competency with curricular goals, suggested pedagogical methods, and learning environments. Fundamentally, the framework underlines that AI competencies are interdisciplinary skills and values that transcend specific AI tools or domains.

UNESCO – AI competency framework for teachers

Apart from the framework on AI competency for students, UNESCO developed a framework on AI competency for teachers, highlighting the essential knowledge, skills, and values teachers need to effectively integrate artificial intelligence into their teaching practices (Miao & Cukurova, 2024). The framework emphasises ethical considerations and a human-centered approach with a focus on five aspects: human-centered mindset, ethics of AI, AI foundations and applications, AI pedagogy, and AI for professional development. The framework includes three progression levels for each aspect, ‘acquire’, ‘deepen’, and ‘create’. Through the progression levels, the framework proposes that teachers should foster basic AI literacy, engage more thoroughly with AI tools to enhance teaching and learning practices effectively, and develop competencies and relevant expertise to explore ethically and pedagogically transformative utilisations of AI in teaching and learning. UNESCO also provided competency blocks for each progression level, aligning teacher competency to curricular goals, learning objectives, and contextual activities. The AI competency framework for teachers aims to inform educators, school leaders, and policy makers on the evolving competencies crucial to the AI era, affirming the importance of teachers in effective and ethical adoption of AI in education.

References:

[1] Miao, F., Shiohira, K., & Lao, N. (2024). AI competency framework for students. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000391105

[2] Miao, F., & Cukurova, M. (2024). AI competency framework for teachers. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000391104

Figure 2.1

EDB Principles/Frameworks

The Hong Kong Education Bureau (EDB) has not published a standalone set of AI-specific ethical principles or a comprehensive AI governance framework as compared to those from UNESCO or the HKSAR Government's Office of the Government Chief Information Officer. However, the EDB integrates ethical considerations into broader educational frameworks and curriculum resources.

“Information Literacy for Hong Kong Students” Learning Framework

In 2024, EDB updated the “Information Literacy for Hong Kong Students” Learning Framework to include literacy on recognising issues arising from emerging technologies, such as AI (Education Bureau, 2024). By addressing subjects related to laws and regulations, academic integrity, and the potential for excessive dependence on technologies, the framework demonstrates the importance of developing students aims into ethical users of information technology. (Refer to figure 2.1)

HKSAR Government Principles/ Frameworks

Ethical Artificial Intelligence Framework

The Hong Kong SAR drew reference from other countries and regions to develop the Ethical AI Framework for adoption within the Government, also as general reference for other organizations when implementing AI or big data analysis (Digital Policy Office). The Ethical AI Framework includes two main components:

1. Tailored AI Framework, comprising of:

‘Ethical AI Principles’ to define the design and development of AI;
‘AI Governance Structure’ outlining roles and responsibilities over AI implementation processes;
‘AI Lifecycle’ to define a model to structure practices in the ‘AI Practice Guide’ and assessment questions in the ‘AI Assessment’; and
‘AI Practice Guide’ detailing a set of recommended practices for each AI lifecycle stage, based on the ethical AI principles.

2. ‘AI Assessment’, featuring an AI Application Impact Assessment template with questions aligned across stages of the AI Lifecycle to ensure ethical principles are considered throughout AI implementation.

References:

[1] Education Bureau. (2024). “Information Literacy for Hong Kong Students” Learning Framework (2024). Education Bureau, The Government of the Hong Kong Special Administrative Region. https://www.edb.gov.hk/attachment/en/edu-system/primary-secondary/applicable-to-primary-secondary/it-in-edu/Information-Literacy/IL_learningFramework/InformationLiteracyforHongKongStudentsLearningFramework%282024%29_20241029_ENG.pdf

[2] Digital Policy Office. (2024). Ethical Artificial Intelligence Framework. The Government of the Hong Kong Special Administrative Region of the People’s Republic of China. https://www.digitalpolicy.gov.hk/en/our_work/data_governance/policies_standards/ethical_ai_framework/doc/Ethical_AI_Framework.pdf

AI Ethics Frameworks for Schools

1. The Ethical Framework for AI in Education

The Ethical Framework for AI in Education by the Institute for Ethical AI in Education (2021) is designed for all levels of education. The framework aims to support educational leaders and practitioners in making informed, ethical decisions when procuring and applying AI in educational settings. It emphasises the shared responsibility between educators and AI developers to ensure that AI tools are ethically designed, protect learners from harm, and promote fair, pedagogically sound use. The framework calls for transparency from developers, compliance with data protection laws and policies, and encourages all educational AI providers to align with its ethical objectives. [1]

2. Framework for Incorporating AI in an Education System

The Framework for Incorporating AI in an Education System outlines three interconnected focus areas that rely on continuous improvement and build upon one another: ‘Guidance and Policy’, ‘Organisational Learning’, and ‘Improvement and Transformation’ (TeachAI, 2025). It guides education leaders in using AI to drive meaningful changes in teaching and learning. While approaches and interrelationships may differ by context, establishing guidance and policy, strengthening learning organisations, and fostering ongoing improvement are essential to supporting the transformations driven by the emergence of AI. As schools need to make informed, adaptive decisions, this approach highlights a cycle of introduction, evaluation, and adjustment. In addition to the framework, AI integration starter tools are provided to aid schools in enhancing readiness and capacity for ethical AI implementation. [2]

3. Education Technology Industry’s Principles for the Future of AI in Education

AI technologies have great potential to improve teaching and learning, including enhancing learning experiences, teaching practices, and family involvement in education. The Software & Information Industry Association (SIIA), emphasising that AI should not replace the educator or the learning experience, developed the Education Technology Industry’s Principles for the Future of AI in Education which aimed at advancing educational goals through AI technologies (SIIA, 2025). Seven principles formed a framework to guide implementation of AI that is goal-oriented, transparent, and inclusive. Founded on the belief that the education technology industry should work in close collaboration with the education community, considerations for companies, educators, and students are embedded in the principles. While these principles primarily focus on the educational technology industry, schools can adapt or supplement the framework to evaluate whether AI tools are ethical and safe before adopting them in practice. [3]

AI Ethics Frameworks for Educators

1. Ethical Guidelines on the Use of artificial intelligence (AI) and Data in Teaching and Learning for Educators

Acknowledging the rise of AI and the vast amount of data collected, used, and processed in processes in the development and adoption of AI systems, the European Commission (2022) published ethical guidelines on the use of AI and data in teaching and learning to support school leaders and educators. Four key ethical considerations underpin the guidelines: Human agency, Fairness, Humanity, and Justified choice. Key requirements for trustworthy AI in education contexts include: Human agency and oversight; Transparency; Diversity, non-discrimination, and fairness; Societal and environmental wellbeing; Privacy and data governance; Technical robustness and safety; and Accountability. Guiding questions are provided for each requirement to support understanding and encourage reflection on AI use. Moreover, guidance for educators and school leaders is organised into six main aspects, each accompanied by relevant questions based on real-world school scenarios: Using adaptive learning technologies to adapt to each learner’s ability, Using student dashboards to guide learners through their learning, Providing individualised interventions for special needs, Scoring essays using automated tools, Managing student enrolment and resource planning, Using chatbots to guide learners and parents through administrative tasks. [4]

2. Six Principles for the Ethical Development and Application of AI and Digital Technologies in Education

The National Association of Schoolmasters Union of Women Teachers (NASUWT) in United Kingdom suggested six principles for the ethical development and application of artificial intelligence and digital technologies in education (NASUWT, 2025). These principles support teachers, leaders, and union representatives in making informed decisions about when and how to use AI-driven technologies in schools. They also provide a framework for evaluating the purpose and context of AI use, considering who makes decisions, who holds influence over those decisions, whose interests are served, and how these technologies impact teachers' roles and working conditions. These 6 principles are: A public good and human right, Promoting human expertise, human review and human interaction, safety and privacy, protecting teachers' jobs and securing workers' rights, promoting equality, diversity and inclusion, strategic vision for the use of AI. [5]

AI Ethics Frameworks for Children

Policy Guidance on AI for Children

The United Nations Children's Fund (UNICEF) revised their policy guidance on AI for children in 2021, emphasising that child-specific considerations are essential in AI development, especially because interactions between AI and children are complex and the impact of AI technologies on children can be unclear. In the guidance, UNICEF (Dignum et al., 2021) recommended requirements with four overarching recommendations applicable to all contexts:

1. Apply requirements where AI systems interact with or impact children, even if systems were not specifically designed for children.

2. Develop and deploy AI systems while protecting children’s rights to safety, access, and participation.

3. Foster collaborative approach between multiple stakeholders, both in government and business.

4. Adapt AI policies to local contexts, and localise policies with national development plans where applicable.

Nine requirements based on the Convention on the Rights of the Child were recommended for child-centered AI with supporting considerations. The requirements are presented without any order of prioritisation in the downloadable document

UNICEF (n.d.) also offered a list of resources and implementation tools, such as AI guides for parents and teens, which outline the specific opportunities and risks relevant to each group, as well as ways to explore, reflect, and take action. [6], [7]

Artificial Intelligence for Children Toolkit

The World Economic Forum (WEF) published a toolkit on AI for children which offers guidance for companies, parents, and young users to support the responsible creation and use of AI. With the growing presence of AI, the WEF highlighted its impact on children’s lives, including how they learn, play, and interact, emphasising the need for responsible AI development that ensures tools are ethical, safe, transparent, inclusive, and respectful of children's rights. The FIRST checklist of the WEF focuses on ensuring the development and use of AI is Fair, Inclusive, Responsible, Safe, and Transparent. Guidelines according to FIRST were provided, as well as an AI labelling system focusing on six aspects (age, accessibility, sensors, networks, AI use, and data use) to concisely inform users on how the AI works and what options are available for users. While the FIRST checklist is tailored for developers and companies, the underlying framework can also support ethical decision-making across the broader education ecosystem, including by educators, school leaders, and policymakers.

References:

[1] Institute for Ethical AI in Education. (2021). The Ethical Framework for AI in Education. University of Buckingham. https://www.buckingham.ac.uk/wp-content/uploads/2021/03/The-Institute-for-Ethical-AI-in-Education-The-Ethical-Framework-for-AI-in-Education.pdf

[2] TeachAI. (2025). A Framework for Incorporating AI in an Education System. TeachAI. https://www.teachai.org/toolkit-framework

[3] SIIA. (2025). Principles for AI in Education. Software & Information Industry Association. https://edtechprinciples.com/principles-for-ai-in-education/

[4] European Commission. (2022). Ethical guidelines on the use of artificial intelligence (AI) and data in teaching and learning for Educators. Publications Office of the European Union. https://op.europa.eu/en/publication-detail/-/publication/d81a0d54-5348-11ed-92ed-01aa75ed71a1/language-en

[5] NASUWT. (2025). Artificial Intelligence and Digital Technologies. National Association of Schoolmasters Union of Women Teachers. https://www.nasuwt.org.uk/advice/in-the-classroom/artificial-intelligence-and-digital-technologies.html?utm_source=chatgpt.com

[6] Dignum, V., Penagos, M., Pigmans, K., & Vosloo, S. (2021). Policy guidance on AI for children. The United Nations Children's Fund. https://www.unicef.org/innocenti/media/1341/file/UNICEF-Global-Insight-policy-guidance-AI-children-2.0-2021.pdf

[7] UNICEF. (n.d.). Policy guidance on AI for children Version: 2.0 Recommendations for building AI policies and systems that uphold child rights. The United Nations Children's Fund. https://www.unicef.org/innocenti/reports/policy-guidance-ai-children

[8] World Economic Forum (2022). Artificial Intelligence for Children. World Economic Forum. https://www3.weforum.org/docs/WEF_Artificial_Intelligence_for_Children_2022.pdf

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