 Good afternoon, and welcome to the session on Generation AI. I'd like to introduce our panelists. Next to me, I have Hadi Partovi, founder and chief executive office of Code.org. We have Enjadika Hari, who is founder and a member of the Executive Board Youth for Technology Foundation, and also a Schwab Foundation social innovator. We have David Edwards, general secretary of the Education International in Belgium, and Kim Majaris, vice president, global education, US state and local government, Amazon Web Services. Now, this week, the World Economic Forum came out with its new jobs report. And AI plays a big role in that report. It's also been a big part of the conversation here at the Growth Summit. In this session, we're going to talk about the first generation to be educated by generative AI, a technology that has a lot of promise, but also the potential to have some dangerous consequences. Already, generative AI is starting to have a big impact on education. Large language models like chat GBT can emulate text and images and can help solve math problems. And they really are upturning the processes taught in classrooms with basics such as writing and grammar and even logic and discourse. Some students are using it as a dream tool to cheat. But on the other side of the equation, there are some teachers who are already seeing it as a very valuable personal assistant. In most public schools, there are 30 or more students in a classroom. And the teacher cannot give personalized attention. When they're correcting a test, if they notice a student is making the same mistakes, they can use a tool like chat GBT to automatic generate quizzes to help that student learn what they have to learn. So we are seeing teachers and schools reacting to this quite differently. Some of them immediately say, we're going to ban it. Others have realized that the cat is out of the bag, and that's really not going to be possible. So how do we embrace this? I talked to a couple of educators last week. One of them at university level is requiring their students to use chat GBT in their homework assignments. And what he tells them is, you need to hand in three versions of the assignment. One you do by yourself, one done by chat GBT, and a third done by chat GBT, and then improved upon by you. And you need to label each one. Another professor I talked to at Tulane University Business School said that he's requiring his students to use chat GBT to create business plans for businesses that they might want to create. And this sort of fits in with the jobs report and the idea that what students learn about using these tools while in school, they will need to carry on into the workplace to help businesses become competitive in the future. Investors like Sequoia predict that generative AI will create trillions of dollars in economic value. And while it produces benefits for productivity, there is a downside because the technology is still not perfected. It does something called hallucinate. And it can give completely wrong answers and also increase things like fake news. So now, more than ever, it's going to be important for young people to become familiar with how the technologies are designed and operate and to become discerning about AI-generated information and the ethical development of the technology. So the role of the technology in classroom is also going to be critical in addressing inequality between economies, between income groups, and between genders. Again, there could be a positive side or a negative. In Brazil, there is an accredited university called Sirius College. They have launched large language model tutors for their students who are studying AI. And the school is trying to pull the levers of remote work and AI to allow these students to earn bigger salaries. On average, they earn 60%, 70% more than other students in the country. But the flip side of this is that of 332,000 schools where digital connectivity is mapped, nearly 46%. So that's about half. Do not have access to any connectivity. And the percentage of women graduates and information and communications technologies is 1.7% compared to 8.2% of men. So without early and targeted exposure to advanced technologies, these gaps are likely to widen. In today's discussion, we're going to look at trying to understand the implications of these new technologies and how they'll impact education, exchange best practices, and identify specific actions that we need to take to ensure positive outcomes. So with that, I'd like to kick off our panel discussion and start with you, Hadi. Please give us your take on how you think generative AI will impact the future of education and work. Sure. Thank you, and it's great to be here. ironcode.org, which has been an effort for the last 10 years to help make computer science a core part of primary and secondary education. And for 10 years, I've been spreading this message that we need to in education think not only about changing how we teach, but actually changing what we teach. What are the skills that we prepare the next generation for? And the reason this is important in so many forums, and certainly at the World Economic Forum, there's a conversation about re-skilling the workforce for the jobs of the future. And when you think about re-skilling the workforce, the best place to do that is in primary and secondary education, because that's our first chance at skilling the workforce. And we have an education system that hasn't really evolved. And so it produces graduates that the day they graduate, they need to be re-skilled. And the best time to do that is using this multi-trillion dollar well-funded system that has 1 and 1.5 billion students going through it. But they're learning only the curriculum of the past. The greatest opportunity with generative AI is to accelerate an evolution of the education system to teach not only the skills of the past, but also the skills of the future. And we're at this turning point where the education system has to evolve or go extinct. I was at Davos at an education panel, and it was a room full of primary and secondary educators, ministers of education, university leaders, and a panelist asked for a show of hands who believes that the primary and secondary and higher education system is preparing the workforce of the future. Nobody raised their hands. And these are the leaders of education around the world. People know that this is a system that needs to evolve. And the advent of generative AI is the natural catalyst for change and also a big part of the solution. And how should education evolve? One part is we need to learn how to teach with AI instead of banning it or just saying how to let it do whatever it does, figuring out how to change the way we do education so that things like you mentioned, teaching students not only how to write an essay, but then write the essay with AI and see how you can improve on it. We also need to teach about AI and about computer science and to make students not only users of technology but creators of technology so we don't have this world where a small minority of people are creating the technology that is changing our world, but that every student has greater fluency in how technology works. One thing Code.org actually just announced yesterday and we didn't do this by ourselves, but with many partners as an initiative called Teach AI, which is not a product, it is not a curriculum, it is a gathering of leaders around the world to address this topic of how should the education system evolve in a world of AI? Because so many students, parents, and teachers are wondering, am I allowed to use this for homework? Is that cheating? Should I ban it in my schools? The schools that are banning AI don't feel good about that. They know that's a short-term solution. They don't know what the long-term solution is. And figuring out what that long-term solution is not something that any individual school can do because our education system is so interconnected. So Teach AI is bringing together technology leaders such as Amazon, Microsoft, OpenAI, or Cisco, as well as education organizations such as Code.org, Khan Academy, the Education Testing Service, and the World Economic Forum, as well as the ministries of education or in the United States, large school districts and state education authorities to basically have this conversation of what should be the future of the classroom. And we just announced that yesterday. I'm very excited about this work. Thank you for sharing that with us. So I guess, I mean, you've got the right people around the table. The big question is, this technology is moving faster than anyone could have imagined. How fast can we go to completely revamp education? I mean, this is a big task. I was just asked this question yesterday because we don't imagine that our global education system can change on a dime, especially when it means adopting to new technology. But if you think back to 2020, just three years ago, when the pandemic hit and every school shut down, globally the education system turned on a dime and every teacher learned very quickly how to use Zoom and Slido and Quizlet and Kahoot and all these other technologies that they needed to figure out how to teach digitally online without their kids near them anymore. That was an immediate urgent change and the advent of generative AI creates a different need for immediate change. Now, one was a pandemic, which was just badness. Here is a doorway of opportunity, but the urgency is similar and our school system's ability to turn on a dime and to adapt to new technology is proven. Our teachers can do this. The question is, they're not quite sure where to go because right now they have curriculum standards that were written in the past and they're teaching to a curriculum that is rapidly getting outdated. Our school system by and large teaches how to memorize, how to do repetitive work, how to practice over and over. It's a system that was invented to use the technology, the printing press, not the technology of generative AI and that needs to evolve. Thank you, Hattie. I think that's a great segue to get to you and Janika. What do you think educators need to do to kind of close that gap on and get up to speed on this technology? Sure, thank you. Thanks, everyone. And Hattie, it was great to listen to your perspectives as well as yours, Jennifer, around the conversations you've had with educators because I don't think we can sit on this panel in any regards without really being proximate to the issue, right? Really understanding what are the concrete realities that educators and students alike face and then how can we together co-create solutions? So I have been in the education space close to 20 years. My focus has always been on the power that young people have in developing as well as developed nations to really create and envision the future that they want for themselves. And an integral part of that is the role that technology plays. The role that technology plays in schools, in education, the role that technology plays in their communities, the role that education plays in their lives in general. And we can't really look at education without, of course, looking at the people who are essential to receiving this education, which are the young people growing up today. They're not just leaders of tomorrow, they are indeed leaders today as we speak. And so for a minute, let's reimagine education. Let's reimagine education as instead of two separate dichotomies between education and careers, let's reimagine them as one. And I think that reimagination is very, very helpful because there's a lot of blame shifting and a lot of accusations right now. And the private sector is pointing to the education sector, higher education, especially, for the lack of preparedness for young people flowing into the world of work. The education community is saying, hey, we are churning out these young people for the world of work, but unemployment levels are still at a high. Our young people still are not prepared because indeed we are preparing them for a future that us ourselves, we don't even know what that future looks like. And so just stepping back for a minute, is our education system broken or is it obsolete or is it both? Let's take the US for example, there are three different tangents that I look at when I look at the US educational system. The first is the pace. We are preparing young people from kindergarten through the 12th grade, very, very quickly, right? It's one grade after the other. When they get into ninth grade, we're already thinking about college applications. So young people really don't have time to really think, reflect on what exactly they want to do. They're on a conveyor belt, so to speak, a conveyor belt of success, at least so we see that or so it is called in the education segment. And so what happens is these young people at 18 end up freshmen in college and they are ridden with anxiety, depression, because they've gone through 12 years of just rote memorization, like you said. They really haven't had the ability to really take this knowledge and really develop this knowledge into who they want to be and the careers that they want to pursue. The second thing with the US educational system in addition to the pace is the goal. What is the goal that we are preparing these young people for? Are we preparing them for professions that we in our minds have come up as the best professions, whether that's medicine or accounting or law? Are we preparing them for work that they really genuinely want to do, that work that allows them to unleash their creativity and their best selves? I think we need to be asking ourselves these questions because we are creating really a generation of excellent sheep. Young people just kind of going down the road with no idea about really what they want to do or why and no idea about really what ignites their passion. And then finally it's really, in addition to the pace, the goal, it's really the mode, right? What sort of modes in learning are we facilitating for our young people? COVID has shown us, of course, that the teacher is really a facilitator in many instances and learning can be promoted through the teacher being a facilitator. The teacher does not necessarily need to be the sage on the stage for this young person to acquire the knowledge. And so COVID definitely demonstrated that for us. Now let's talk about Generative AI, right? We know, we've been at the world economic events for the last two days. We know about the financial impact, of course, in terms of GDP growth. I think Goldman Sachs had a report recently. It's about 7 billion in terms of GDP growth. That is insurmountable. So there's an economic benefit to this new technology. But let's talk about the impact that it has on education systems. We have a world now of very, very confused teachers in the developed world. We're not even gonna talk about the developing world, right? COVID showed us that, yes, the digital divide is large, both in developed and developing countries, but COVID actually exacerbated that digital divide even in developed nations. The same thing with Generative AI. As we think about the introduction of this new technology as fast as it's moving in our educational systems, we have a lot of terrified teachers because they are still trying to grapple with the best way to use this technology to be able to influence active learning in the classroom and to ensure that their students really are continuing to unleash their creativity, continuing to unleash their innovation, because these are aspects of education that we can't take for granted, right? We can't go back to just pure remote or pure rote learning and memorization, the use of this technology to teach us what we need to do, and so that creativity is integral to really our learning in general. And when we think about these developing nations, nations in the global South, for instance, our teachers are just becoming more accustomed to Zoom and Teams and all the rest of the applications for teaching remotely, and now there's chat GPT. In Nigeria, for instance, which is quite a bit of my experience and work is centered, we have gifted schools, right? Schools for gifted students. Now with the introduction of chat GPT, how can you really, in generative AI, how can you really decipher if this is a gifted student or this is some information that they've canned and just regurgitated? So those challenges remain in my conversations, even in the U.S. with educators. One of the teachers also told me that he is using chat GPT in his classroom to have students create first draft papers, right? Very much like what you said also. The first draft, they're free to use chat GPT, and as the course continues, his expectation is that they enhance that writing and make it a lot different from, of course, the first draft. But they're terrified. Educators are terrified. In the U.S., in the global South, around the world are terrified of this new technology. With every revolutionary technology, we can expect some fear. And so that's not a surprise. But our role as leaders, as educators, as centers of influence, the public, the private, and the citizen sector is to really figure out how we can use this technology for good to make the world a better place. Thank you, Angie. David, let me turn to you now and ask what kind of support and ecosystems need to be developed to help teachers to cope with this change? Thanks, Jennifer. So Education International, by the way, is the World Federation of Teachers Organizations, 32 million teachers in 174 countries, 400 organizations from early childhood to higher education, and democratically organized and whatnot. And we have a status of teacher, a world status of teachers report, where we actually ask teachers how they're doing and how they feel. And what we hear is they're actually not afraid, but they are very much burning out. And they are very much confused because we have different drivers and we have different types of policies that are actually pushing back on the things that they say they're trying to do. The other thing I would just say, first is to, I don't believe that the whole world, first, there's no global education system. There's a faltering global education architecture that the UN works on, but it's not there. And when COVID hit, half of the world's children didn't have any kind of support whatsoever. So we're talking about the one half that actually did. And one of the things that I always think about when I talk to parents and teachers is that, we really weren't prepared for it. For those who in the OECD countries actually had connectivity, right? We weren't really prepared for it. And prior to it actually happening, there was a conversation that was going on about a hypothetical, a world. Our education systems aren't fit for purpose. Why do we need to invest in brick and mortar schools? Why do we need to have community schools? Why do we need to bring students together to interact socially, pay these people called teachers? Why do we have to do any of that? Wouldn't it be better if they just stayed at home in their bedrooms on a screen? Well, I think we lived that and we saw that that's not what people wanted. A place called school actually matters. And the OECD was looking at the fact that screen time correlates negatively with learning outcomes, right? So what do teachers need? Teachers need support. They would say, the member of schools, they need support not surveillance. They need trust. They need tools, time and trust to be able to pilot and try things, to research things, to learn from each other. When I talked about the fact that sometimes we have these sort of perverse incentives that operate as drivers against collaboration and learning within education systems, one of the things that sort of came into the education world was this idea that you could basically pay a teacher for the test scores of their students, value added, right? So, and what that did in term was it said to teachers, okay, don't share what you're doing well with anybody else, right? Because that's your proprietary information, whatever you're doing. So we incentivized something that I think with AI and ChatGBT and all these things is going to be really a problem going forward. What we really need to be doing is we need to be supporting micro innovations. We need to be researching with teachers. We need to be work negotiating with teachers or organizations. We do need to take the data privacy issue seriously. I think the labeling issue is a good start on some of this stuff. But we also need to learn the lesson that came out of, and teachers always talk about this. There's student well-being right now. I mean, the Surgeon General of the United States last week was testifying before Congress about a mental health crisis among young people brought on by social media, okay? And that was because an algorithm that was written to ensure that the most divisive things are what comes forward. So bulimia and all these kinds of things. We know all of this kind of stuff. When we're thinking about what we're gonna do with AI and how it's going to be used, and I do have colleagues that have already, and I've experimented with it, sort of saying, all right, I wanna do a lesson plan. I wanna create a lesson plan. Here's my objective. I need a hook. I need three examples. I need a sort of a formative assessment, a summative assessment. And I want it in Spanish, right? And I've done that. And some interesting things have come out. But if you stop there, then you only have the individual, professional knowledge being used. And I think one of the things we have to build is an ecosystem where teachers and their platforms, there's one that's called Share My Lesson, for example, where you can actually share and critique and hear from each other and that we then create time and space for teachers to be able to learn from each other and to experiment and to have in a low risk environment to try things without fear of reprisal or dismissal or something like that. So I think well-being's important. We need supports for well-being. I think it needs to be built into the negotiations. Teachers need to have a voice in what that looks like. They need to make sure they've got the professional learning opportunities, both from each other, but more broadly. And then for, we were talking about the half of the world that has no connectivity, we need connectivity. I mean, we can't continue to just talk about the US. I'm American, it's fine, but I really, I was, I traveled the world too. My members are everywhere from Iran to Myanmar to Eswatini to wherever. And these conversations are just happening out here. And they're very nice and they're very important and they're very good, right? But the elite will always figure out a way to make sure their children have advantage. And right now we don't actually have a plan in place to ensure that the benefits from AI or the benefits from digital actually are distributed equally amongst the lower least developing countries. And I think that's, and the teachers in those countries want it. They can see it, they can see that people are using it. There's a little bit of this happening with cell phones and things that I think are interesting. But for the most part, we need greater connectivity and we need greater voice in the conversations. Thank you, David. And so now let me turn to Kim. How do you see generative AI impacting education and what's the role of technology companies in ensuring positive outcomes? First and foremost, the panel has hit on all the talking points that are most important, ensuring the ethical use of AI in an education environment. I love what Code D'Orga is doing to ensure that that voice is heard. Instructors and professionals, teachers, we have to embrace them differently and we have to ensure that they're supported because foundation is the student. That's the common denominator about everything that we're talking about here and that is to improve the outcome that every single student deserves no matter where they're at in the globe. So when you start to think about the opportunity, AI and ML, if you think about the curriculum, I love the share of the curriculum. We have administrators, we have instructors, we have IT staff in school districts, in higher education institutions, trying to figure it all out and to offer that opportunity and to ensure that it's using properly. But there is innovation that has got to happen in this space and when we think about personalized learning, think about all the aspects of a K through 12 student and the profile that they've already put in the world of their interest. I love the statement that we need a population of people doing what they love because they could drive and ensure greater success. So if we just focus on the outcome, think about a student that gets to middle school, middle school, even into maybe first two years of college, they're not showing up to class, their grades are lower in other areas, it's not resonating with them and then they fall off. When those students fall off, how do we know? Well, we have all the tools, we have all the data that allows a teacher or an administrator or a counselor to be able to reach out and understand where is that student in their progression? How can I support them in how they learn best? What content can I send to them to augment their education? That is some of the learning opportunities to help support educators. This is not about getting rid of teachers in any way, shape, or form. It's to help offload and provide them direction for their students so that they could deliver a better outcome. That's why they're there. They're there to ensure that these students are moving forward. There are some amazing examples of how even ISVs, independent software vendors, are creating solutions to help support the global environment. There's an organization called ELSA Corp. They use speech technology and artificial intelligence for non-native English learners to improve speech and pronunciation via short app-based lessons. ELSA streams, and these numbers are staggering, ELSA streams learning content and processes four million user recordings daily. So that through their ELSA Speak Act, over 100 countries to help improve and tutor those students. Think about the opportunity of how that could support a teacher who has non-native English speaking students, help them accelerate and improve their capability to understand and learn, engage them differently. Leaf Education, another great education technology company, offers adaptive learning to more than 750,000 K through 12 students in the UAE. They're expanding over South Asia and North Africa. ALEEF is helping schools address industry challenges, including the shortage of teachers and increasing number of students that need those digital skills. When you think about the opportunity of what these organizations are providing to augment and support, it is, again, focused on improving the student outcome. That's the important part we have to embrace and understand how technology can enable, not take away from what is so important, and that is the interaction. You're absolutely right. Sitting in a bedroom on a screen is not necessarily great for mental health, for a student. When we think about during COVID in the US, and I'll use a US example, I was personally engaged on this one, LA Unified School District literally overnight had to educate almost 800,000 students without the infrastructure to support it. They were able to turn on a dime because they were able to use a scalable platform to address and actually engage those students, but they didn't think about it just from the education perspective. They also thought about it from the mental health environment. That community in itself, the only time a student or a child would be engaged by social workers is through the institution, through the school counselors, through the social workers that are at the school. Well, if they're not coming to school, where are they? Are they okay? They were able to quickly stand up a contact center in Spanish and in English to support mental health students that were receiving mental health. They were still able to come and speak virtually with their counselors and their social workers. So it has to be looked at holistically because a child is not a product. A child is the future. And I truly believe that with technology used in ethical opportunities, it will change the outcome, but most importantly, it will provide the workforce of the future. World Economic Forum put out a study a couple years back that they said 50% or around that will have to be upskilled or reskilled by 2025. I sit, I've been using that as one of my lines for the last couple years. We're in 2023. We're still not there, but that's what the importance of the community colleges, the universities to do many things. One, to start technology earlier in the child's educational journey, but two, help them identify the skills that they need to close the gap between what an employer needs versus what their education or their background had been. How did they bridge that gap through online courses, community-based education institutions that are helping close that gap? That's the exciting work. And at Amazon, whether it's the ML University, Machine Learning University that we offer to folks that are upskilling or reskilling themselves to our Educate and Academy programs where we partner with institutions, community college and four-year institutions to help them integrate technology into the curriculum that they're teaching today. But I think the biggest challenge is we need to go faster because we will continue to be behind. And that's the importance and speed that we have to get those educators to think about. So, the panelists have made clear what could be the upside of generative AIs application to education. Obviously, a lot of things need to be put in place, but if used well, it could help give students some more personalized company run and eventually help them to do better. But yet, let me just ask a question of the people in your room, of people who have children. How many here are a bit worried about how generative AI might impact your kids? Okay, so what kind of safeguards do we need to put in place because it's hard enough for adults to sometimes distinguish between what's real or what's true and what's not, and it's gonna get a lot harder the further we go with generative AI, how can children know what's real, what's true, what's right, what's not? What kind of protections do we need to put in place? Who wants to? I'll take a first crack at that. That's a great question, and I would say actually one of the most important roles education should play should be teaching kids not how to memorize and read books and sort of spend 12 years learning all the facts, but learning how to become an adaptive learner, learning how to become a lifelong learner, learning how to learn with AI and the internet and distinguishing misinformation from real information because our system was designed for the printing press. In the 1800s, you'd get all the books and spend 12 years reading all the books and then you could do your work because you memorized all this stuff. Whereas now we live in a world where when you need information, there's a small amount of information that all of us share, but most of the information you need, it's at your fingertips, whether you use Google, whether you use chat GPT, but our education methodology, how we teach and even what we teach is stuck in the system of the past. The future of education should be teaching you how to use AI and the internet to learn what you need to learn and to differentiate the misinformation from the real information. And that's something that most adults aren't even good at, but it is something that if the school system said that's our new job, it could learn how to do that job. So instead of just teaching, let's memorize all the dates in all the history books, let's figure out how to use the internet and then figure out how to differentiate which sources are real, which ones aren't. There's also a role for technology companies also to add a better lay of authenticity and authentication behind information as well. All great points and no accident that the future of jobs report from the forum also stresses that adaptive learning is gonna be one of the most sought after skills, job skills going forward. Angie, would you like to? Absolutely, this is personal for me as well as it is for many in the audience. I have three daughters, ages 18, and then my twin daughters are 14. And I mean, they ask a ton of questions about chat, GPT, my 14-year-olds especially, but I think as a parent, it is imperative for us to not rely totally on the education system to provide that foundation and that education. I think our ability as parents to be able to spark that ingenuity and creativity and innovation in our children and our communities at large, I think that's very, very critical so that young people growing up today, our children included, understand that we still value that creativity. We still want them to think. And although the answers may be out there, some of them in hallucinatory formats, but we still want them to think and that's valued and bringing that to the table is better than really anything else. I think one other aspect is on the side of the young people growing up today as well, if education institutions can start to look at these young people as really change makers and not so much students, right? They're going out there into the world and they're changing their community. To be able to do that effectively, you can't just read off the answers, right? You have to be creative. You have to innovate around whatever the issue and solutions you're trying to solve. So I think if we kind of change our mindset that we are grooming young people to be change makers, to change the world that they live in at large, not just students on this conveyor belt of progress, I think that would be very beneficial as well. Okay, David and Cameron. Yeah, I mean, I think the point has been made about education is relational. It's not transactional, right? It's not just content delivery service. We don't want to take the analog and digitalize it. That's not what we want to do. We want to actually be thinking different ways about new pedagogical approaches. But teachers are also researchers and teachers and students are also consumers of the media. And I think anyone who's reading these days, anything, about a six month pause or, you know, hinting, stepping down or, you know, the red team for GPT chat, feeling like it doesn't have enough people to actually do run the tests to be able to put those sort of dangerous prompts out there. Like how would I, if I wanted to build a bomb, or set a bomb scare at my school, could you help, you know, those kinds of lovely, lovely types of things. But there's a, there's, I think a reason that we want to make sure that we have some sort of ethical guidelines and principles in place. Because if we say, well, bad actors are going to do bad and we'll wait until they do something really bad and then we'll act. I don't know if history has been the best guide on that one. I mean, I think there could be some, some pretty catastrophic, catastrophic results if we don't kind of think about and put the resources into, you know, thinking about sort of what's the giggle, right? The garbage in, garbage out. That was the conversation earlier today. So what's feeding it? What's, where's it coming from? And I think the other thing that's, for a lot of educators I talk to, is they're worried that the engineering is ahead of the science in some ways. So we can do things, yet we don't understand exactly how it works. And as an educator, you want to be able to understand sort of, you know, metacognitively, how do you explain the thinking to how something works to your students? So there's something a bit troubling in there too. So I think, I think there is a, one of the things, I was at the International Summit of the Teaching Profession last week in Washington with Secretary Cardona and Andres Schleicher, the OECD and EI. We host this every year. We bring together about 30 education ministers and teacher leaders, teacher union leaders to discuss sort of things. We talked about AI. And basically all the ministers in the room were saying, we don't know what to do. The Australians said, New South Wales has hit pause. They don't, they don't want anything right now. It's just, it's too scary. It's understandable. What do we do? And so the conversation was we have an informed dialogue and we bring as much research and evidence together and we start putting together a framework around what those ethical principles, guidelines might be. And so EI and OECD together, we're starting a global consultation on those ethical principles. We're gonna work with UNESCO and others on that and being offering that to not just member states, but to teachers, teachers organizations who can, when they're bargaining at the school district level or at the state level or at the regional level, can put these kinds of things on the table. Equity, professional learning, transparency, right? All these kinds of things that we really wanna make sure we get right in this part, in this phase, particularly as it gets then expanded beyond the OECD countries to the global partnership for education countries and others. I mean, I think it's understandable that there is some reticence. It's understandable because we have this do-no-harm kind of mentality in education too and we wanna make sure that we are not just foisting upon young people or basically turning them into the product and the other is the other thing that I hear a lot. Thank you for sharing with us about that initiative and your perspective. So Kim, what do you think what from a technology company perspective, what do you think we need to do in terms of safeguard? Yeah, I think it gets, I'm a mom of two as well, young girls. So I think the important thing is we have to educate and inform, learn and be curious is one of our leadership principles and it's so important especially for lifelong learners, right? So no matter where you're at in that journey, if we could continue, I love the fact that if my child's reading a book and they're inquiring about something more to learn a little bit deeper, better understanding technologies providing that avenue. So I think it's so important that ethical use and the academic integrity that has to be taught in, we can't wait. It scares me when I hear, we're putting a pause because that pause is not happening when the child, if they do have access to a device or to a computer that they're exploring on there, they're curious. So I think it's an opportunity for great organizations that are represented even here today to help them understand the opportunity but also provide those guardrails. And it also, it has to be human intervention, those instructors, those parents, those individuals that are influencers and community also have to show them the way, understand the integrity, the academic integrity that should come with it. But more importantly, trust, trust but verify. And I think that's that. I love the examples of using technology to write your first draft and then how you modify that draft and to make it your final product because that's ownership and ensuring that these students have ownership or even employees have ownership of their product is so important. So we're almost out of time. And really quickly, I just would like each one of you to say if there was one thing that you would like, a government or an educator or an international organization to do to ensure that we have positive outcomes with Generative AI's application to education, what would that thing be? I have a very specific action because we just launched this global convening for dialogue for how we move education forward in age of AI. And we wanna bring together education leaders, governments and technology providers to talk about this. So if you are creating technology for a classroom or if you are teaching a classroom or in charge of an education system, we would love for you to participate in the Teach AI convenings and you can talk with myself or with Saudi or Genesis from the World Economic Forum who are partners in this. Or if you're watching online, if you visit teachai.org, there's a button there to get involved. There's hundreds of companies already. I think in the last day, we've had over a thousand organizations asked to participate in this and that's a very natural way to take the dialogue forward. Fantastic, Anjika. I mean, I think what was erased for attention, social media is now erased for intimacy in the form of artificial intelligence. As we create these new tools and we roll them out, I hope that we can be cognizant of not just schools that can afford these new tools and technologies but also schools that cannot afford these new tools and technologies and that don't have access. And then finally, with the data sets that we're creating for artificial intelligence, that they are unbiased, right? That they incorporate different cultural contexts as well as diversity, equity, and inclusion as well. We have 220 million kids who aren't even in school. We have a shortage of 69 million teachers globally. We have 450 million students who are in school but are not learning at grade level. We have a global learning crisis. We have a global education crisis. Technologies can certainly be a tool that can help that but I would ask that when you are thinking about where to invest and who to partner with, try to find developing country partners, work with the teachers' organizations, work with those ministries because if this digital divide moves as fast as the last one, if we leave more than half of the population of the earth behind, it's on us. So thanks. Kim, you have the last word. That's tough to follow. I think that the numbers are staggering and in order to address that issue, you're right, we cannot leave anyone behind. Urgency is the most important. Teachers who want to teach, they want to make an impact, even if it's to one. We need to enable them and we need to help them scale quicker and faster. So I think the only thing I could add to that is urgency. It has to be done with urgency and support. Thank you and please let's give a nice round of applause for our panelists.