This report highlights how generative AI is reshaping learning and assessment, shifting the emphasis from knowledge to its practical application. It signals a move towards designing learning experiences that foster creativity and innovation, offering exciting new opportunities for learners of all ages.  

Sara Davila, English Language Specialist Consultant, United States

True competence is no longer about obtaining a translation or generating a text, it’s about knowing how to evaluate AI output, correct it, adapt it to context, and recognise what is culturally implicit, ironic, or simply wrong. The goal of AI-integrated language pedagogy should be to develop critical consumers of AI output, not merely users of it.

Silvia Minardi, Educator and President of Lingua e Nuova Didattica, Italy

Learners use AI to brainstorm, paraphrase, translate, rehearse speaking, improve grammar, and get instant feedback. A total ban no longer feels pedagogically realistic, but unrestricted use is not the answer either. The key distinction is whether AI is functioning as a substitute for thinking or as a scaffold for thinking. When it is used well, it can strengthen noticing, feedback, rehearsal, and self-correction.

Mohsen Askari, Educator and Researcher

Assessment must shift from evaluating final outputs to examining the processes through which learning occurs.

Dr Made Hery Santosa, Educator and Researcher, Universitas Pendidikan Ganesha, Bali, Indonesia

The goal of integrating AI in the classroom is to protect human authorship while expanding creative boundaries.

Renata Condi, Head of International Education, Colégio Rio Branco & EdTech Specialist, Brazil