Artificial intelligence in education: from risks to prospects in the context of UNESCO's international recommendations

The article is devoted to the analysis of UNESCO's approaches to the use of artificial intelligence in the field of education. The scientific work describes how the international community has understood the emergence of new technologies, what limitations and prospects are associated with the use of artificial intelligence. The subject of the study is the evolution of UNESCO's views on technology regulation, from the first discussions and analytical materials to the emergence of international recommendations and practical guidelines for educators and teachers. The study demonstrates how a specialized UN agency evaluates the impact of artificial intelligence on the availability of knowledge, the quality of education, the development of competencies and the reduction of social inequality. Considerable attention is paid to "soft law" documents, which form the basis for future regulatory approaches at the national level. The study covers UNESCO's view of the risks associated with the opacity of algorithms, the disparity in access to technology, threats to privacy, and their impact on academic integrity. The study uses a formal legal method that includes a meaningful analysis of UNESCO recommendations, analytical and other materials. The comparative legal method is used to the extent that it is advisable to compare and generalize in order to identify approaches to regulating artificial intelligence in education. The scientific novelty of the article lies in a comprehensive assessment of the evolution of UNESCO's position on the role of artificial intelligence in education and in identifying the logic of the formation of ethical, socially oriented approaches, as well as future national regulatory standards. The author shows that international documents are gradually shifting the focus from listing risks to developing practical solutions and tools for educators and researchers, states and organizations. It is concluded that UNESCO is developing a human-centered model for the use of artificial intelligence, focused on equal access to technology, the development of digital literacy and the support of participants in educational relations. It is also proved that UNESCO recommendations form the basis for national strategies for regulating artificial intelligence in education. The article shows that organizations have to take into account the high dynamics of technological development, the risks of digital inequality and the need to adapt educational systems to new conditions. It is concluded that international regulation will strengthen, and the role of ethical standards will become key for the sustainable introduction of artificial intelligence into the educational process.