A cornerstone of sustainable development relates to access to quality education, with SDG 4 aiming to ensure inclusive and equitable quality education for all. However, many individuals globally lack access to education due to poverty, conflict and geographic isolation. Rates of education still have not recovered completely since the COVID-19 pandemic in 2020 which resulted in widespread school closures. Approximately 250 million children and youth were deemed to be out of school in 2021, with the population in sub-Saharan Africa the most impacted. While many turned to the use of digital services to receive their education, ITU estimates that 32 per cent of the global population is still offline, with this percentage higher in Africa (62 per cent). These figures are impacted by the gender digital divide, with only 65 per cent of women having access to the Internet globally compared to 70 per cent of men.
Robots have been explored as a pathway to promote education and digital inclusion, particularly in underserved communities. Educational robots, such as programmable kits and AI-powered tutoring systems, are being used to enhance learning experiences and make education more accessible. For example, UNICEF has collaborated with the Ministry of Education in Serbia to explore the use of humanoid robots to provide educational support to students. In Africa, UNESCO has collaborated with technology companies to provide students with hands-on experiences in robotics and ML and promote accessibility of STEM subjects. In early 2024, ITU also launched its Robotics for Good Youth Challenge, which invites youth to learn robotics and coding, while promoting inclusivity and sustainability. The challenge held its second iteration at the AI for Good Summit 2025, where it invited students aged 10-18 to develop AI and robotics-based solutions to address global challenges. This challenge offers a unique opportunity for STEM students to develop critical problem solving and teamwork skills. Furthermore, telepresence robots – which are remote controlled – are being used to connect students in remote areas with teachers and experts from around the world.
Recent developments in generative AI have led to significant advances in the use of AI for education. Many countries are exploring personalized platforms and tutors to accelerate learning in primary and secondary school. While these efforts face several challenges, as detailed in UNICEF’s Policy Guidance on AI for Children, they may facilitate learning strategies that are more flexible and adapted to each child’s learning preferences.