On the third day of the India AI Impact Summit 2026, global leaders gathered to explore how AI in education can move beyond pilot programs toward widespread classroom adoption. The session, titled “AI and Education: From Innovation to Impact,” hosted in collaboration with the Estonian Embassy, focused on the responsible, ethical, and equitable deployment of AI in public education.
While AI tools are already present in schools, experts emphasized that their success depends on empowering teachers, fostering inclusive learning, and building trust through ethical implementation—not simply on technology itself.
Trends of AI Adoption in Classrooms
The adoption of AI in education is accelerating worldwide. Industry estimates predict that the AI in education market will grow at a CAGR of 37.2% between 2024 and 2032. Today, 60% of educators have integrated AI into classrooms, with 44% using AI for research purposes.
Educational games powered by AI are also gaining popularity, with 51% of teachers using these tools more than other AI applications.
Despite growing adoption, challenges remain. 65% of teachers cite plagiarism in essays as a concern, while public perception is divided: 33% of adults in the U.S. believe AI adoption has negatively impacted education, compared to 32% who see positive outcomes.
Nonetheless, 60% of teachers believe AI use in classrooms will expand significantly in the next decade, signaling a long-term commitment to integrating AI responsibly.
AI in Education: Responsible and Equitable Scaling of AI
Alar Karis, President of the Republic of Estonia, stressed the importance of education in making AI effective.
“AI has already arrived in our schools, students and teachers are using it on a daily basis. The question, therefore, is not whether AI is to be used, but whether it is being used knowingly, critically, and responsibly by everyone. In this AI era, it is not how smart machines are that matters most, but how smart the people who use them are. Education is the key to this, and in Estonia we are bringing AI into schools and education with a dedicated policy at speed and scale.”
President Karis also emphasized the role of AI literacy in democratic participation.
“We are working as per policy to make sure that the majority of the population of Estonia gain basic AI tools’ knowledge and half at least intermediate to international level AI skills. Our AI push in education will focus on serving the learning, just like our digital AI in governance helps us serve people better. Above all, AI education needs to be transparent and ethical; this will generate trust, which will lead to willingness to learn.”
Teachers at the Heart of Ethical AI
Mary N. Kerema, OGW Secretary ICT, E-Government and Digital Economy, Republic of Kenya, underlined that teachers are central to successful AI adoption.
“We have realised that without embracing technology, we will be left behind. But the most stable and capable infrastructure in education is the teacher. You may have limited connectivity and limited devices, but you will always find a teacher in the classroom. That is why AI training for teachers must come first. If we empower the teacher, then there will be clear ethical AI use, because it all starts in the classroom.”
Dr. Pia Rebello Britto, Global Director of Education at UNICEF, emphasized that AI must strengthen public education rather than bypass it.
“In most lower/middle income countries, almost 70% of 10-year-olds cannot read or understand a simple text. Hundreds of millions of children are at risk of being left behind due to enormous progress in technologies like AI. When we speak about AI and education, we have to talk not about marginal gains. We have to talk about how innovation can reverse structural inequity. What creates equity is an ecosystem that supports teachers, protects children, and is accountable to public systems.”
Learning Outcomes Over Automation
Professor Petri Myllymäki of the Finnish Center for Artificial Intelligence highlighted the need to prioritize learning.
“When ChatGPT was launched, there was panic. Everyone thought that AI will write all the essays and students will learn nothing. But we realised that outsourcing essays was always possible; it just became easier. The point of education is not to produce another essay in the world, it is to learn something in the process. By all means, use AI tools, but make sure learning happens.”
Ivo Visak, CEO of AI LEAP, Estonia, added that public trust and structured pedagogy are crucial.
“It is not only the Ministry of Education and Research concern; it is a whole nation’s question. We have Estonian companies supporting the initiative, and there is general public trust toward such programs. If you have trust, people will follow. But you cannot break that trust; you have to deliver. That is why we have a strong pedagogical plan behind it, which is supported by technology, not a technological program supported by pedagogy.”
2026: A Year of Implementation
The panel concluded that 2026 must be a year of action for AI in education, with coordinated national strategies, teacher-centric capacity building, interoperable digital infrastructure, and strong public governance. With growing adoption and a booming market, the focus is clear: AI should empower teachers, protect learners, and drive equitable learning outcomes.
As global leaders emphasized, AI in education is not just about technology—it is about people, pedagogy, and trust.
How effectively these elements are combined will determine whether AI becomes a transformative force in classrooms worldwide or a tool that deepens existing gaps.
