Egypt Endorses National AI Competency Framework for Teachers with UNESCO
The Ministry of Communications and Information Technology (MCIT) and the Ministry of Education and Technical Education have jointly endorsed Egypt’s Artificial Intelligence Competency Framework for Teachers (AI CFT) during a national workshop organized in cooperation with the UNESCO Regional Office in Cairo. The workshop was attended by Minister of Communications and Information Technology Dr. Amr Talaat and Minister of Education and Technical Education Dr. Mohamed Abdel Latif, alongside senior officials, experts, educators, and representatives from national and international organizations.
In his address, Dr. Amr Talaat emphasized that information and communication technology plays a pivotal role in the education sector across three dimensions: managing and governing educational operations through digital systems, delivering ICT-based content to students, and enabling flexible access to learning through digital platforms. He congratulated the Information Technology Institute (ITI) for receiving the 2025 UNESCO Prize for the Use of ICT in Education for its Mahara-Tech platform, highlighting it as a model for digital content delivery in technical and vocational training.
Dr. Talaat noted that the role of ICT in education has evolved significantly with the emergence of generative and agentic AI, which are reshaping the learning ecosystem. He described education today as a three-way interaction between students seeking knowledge, teachers imparting expertise, and AI systems serving as a shared source of intelligence. He reaffirmed the importance of cooperation between MCIT and the Ministry of Education in integrating modern technologies and developing future-ready generations capable of contributing to Egypt’s growing ICT sector.
The ICT Minister stressed that the newly adopted AI Competency Framework for Teachers—adapted from UNESCO’s global framework—has been customized to align with Egypt’s cultural and educational context, as well as the Second Edition of the National AI Strategy. The framework, he explained, aims not only to train teachers technically but also to enable them to use AI responsibly, creatively, and effectively in classroom environments. He also highlighted partnerships with global technology companies including HP Egypt, Microsoft, IBM, and Huawei to provide specialized training for teachers and students in AI applications and digital innovation.
Education Minister Dr. Mohamed Abdel Latif underlined the importance of the event coinciding with World Teachers’ Day, paying tribute to educators as “the engineers of knowledge and the builders of human capacities.” He stressed that in a world of rapid technological change, Egypt must lead—not simply adapt—in shaping AI-enabled education. He explained that following the launch of UNESCO’s Digital Learning Week in Paris last year, Egypt began developing a national AI competency framework to equip teachers with the skills, ethics, and understanding needed to integrate AI meaningfully into the classroom.
The Education Minister said the framework is founded on four pillars: putting humans before technology, ensuring ethical use of AI, mastering AI technologies, and designing AI systems that serve educational objectives. Implementation of AI curricula, he added, has already begun for the 2025/2026 academic year at the preparatory and first secondary levels, marking a major step toward building a future-ready digital generation. He reaffirmed that Egyptian teachers remain the cornerstone of reform, and that empowering them with digital and ethical competencies is key to achieving inclusive and high-quality education.
UNESCO Regional Office Director Dr. Nuria Sanz commended Egypt’s progress in integrating AI into education and capacity-building. She emphasized that UNESCO’s vision of AI in education is human-centered, aimed at empowering—not replacing—teachers. Sanz praised the framework’s alignment with Egypt’s National AI Strategy and its role in ensuring inclusive, equitable, and quality education for all. She also cited Egypt’s leadership in teacher training, noting that the 2024/2025 Global Education Monitoring Report highlighted Egypt as a model of progress in digital transformation and professional development.
Sanz further recognized the strong cooperation between UNESCO, MCIT, and the Ministry of Education within the Technology-Enabled Open Schools for All (TEOSS) project, which supports teacher training, remote learning centers, and ICT-based instruction. She concluded by noting that Egypt’s efforts in AI and education serve as a regional model of innovation and ethical digital transformation, ensuring that technology remains a tool to empower educators, enhance learning outcomes, and strengthen human capacity for sustainable development.
