Last week, I had the opportunity to speak and sit on a panel at the AI Summit on Education by HOPE Foundation in Kazakhstan. The energy in the auditorium was undeniable. There is real momentum behind the use of AI and digital tools to support learning, and an increasing recognition that these technologies could transform access for many learners.
But listening to the discussions, and contributing to them, one thing became very clear: we are still spending too much time talking about the tools themselves, and not enough time talking about the systems required to make them meaningful.
In my session, I focused on learners with complex communication needs, including those who rely on augmentative and alternative communication (AAC) and electronic assistive technologies. For these learners, technology has never been optional; it is fundamental. Yet even here, where the field has decades of experience, we know that simply introducing a tool does not lead to meaningful use. The same applies to AI and ICT.
During the panel discussion, we pushed this idea further. The real challenge is not whether AI tools exist; it is whether the conditions are in place for those tools to be used effectively. This means looking beyond innovation and asking harder questions about infrastructure, policy, and practice.
Access remains uneven. In many contexts, the issue is not a lack of tools, but a lack of pathways to obtain them, fund them, and sustain their use. Even where tools are available, there is often limited support to ensure that the right tool is matched to the right learner. This is not a trivial step; it requires assessment, understanding of individual needs, and ongoing adjustment.
Pedagogy is another critical piece. Teachers are being asked to integrate AI into their practice, often without the time, training, or confidence to do so meaningfully. Without investment in teacher capacity, even the most advanced tools risk being underused or misused.
What emerged strongly from both my session and the panel is that AI in education cannot be approached as a standalone solution. It must be understood as part of a wider ecosystem that includes policy frameworks, service delivery models, professional development, and user-centred design.
If we fail to address these elements, we risk repeating a familiar pattern; one where technology is introduced with high expectations but limited long-term impact. For learners who already face barriers to participation, this is not just inefficient; it is inequitable.
The opportunity with AI is significant. But to realise it, we need to shift the conversation. The question is no longer “what can the tool do?” but “what system is needed to make this tool work?”
That is where the real work lies!
