Governments worldwide are recognizing the importance of artificial intelligence education in primary and secondary schools. Efforts include updating curricula to teach AI concepts, training teachers in AI literacy, enacting supportive policies, and equipping classrooms with AI tools. According to UNESCO, as of 2022 only 11 countries had developed and endorsed K-12 AI curricula (with 4 more in development) (UNESCO releases report on the mapping of K-12 Artificial Intelligence curricula | UNESCO). Since then, more nations have announced initiatives. Below we survey major regions, highlighting leaders pushing ahead and those lagging behind.

Asia-Pacific Leaders

China

China is at the forefront of K-12 AI education. The government has issued a national AI education plan mandating schools to introduce AI content at all levels. In late 2024, China’s Ministry of Education directed all primary and secondary schools to incorporate AI into regular teaching and to establish dedicated AI curricula (China to enhance AI education in primary, secondary schools). Starting in 2025, schools (beginning with Beijing) must provide at least 8 hours of AI instruction per year, either as standalone courses or integrated into IT and science classes (China to launch AI courses for primary, secondary school students - CNA). The curriculum is phased: younger students get hands-on exposure in primary grades, moving to understanding and applying AI in middle school, and undertaking AI projects in high school (China to enhance AI education in primary, secondary schools). China is also creating “AI education bases” – in early 2024, 184 pilot schools were selected to trial AI programs and develop best practices for nationwide rollout. These efforts build on earlier moves (since 2018) to introduce AI textbooks and courses in high schools. Teacher training and partnerships are emphasized – schools are urged to work with tech companies, universities and research institutes to support AI education (China to launch AI courses for primary, secondary school students - CNA). The government frames AI literacy as a “gold key” for the future, aiming to prepare a new generation for an AI-driven era (China to enhance AI education in primary, secondary schools).

South Korea

South Korea has made AI education a pillar of national strategy. In 2020, the Education Ministry announced AI would become a mandatory subject in high schools from 2021, with plans to expand AI coursework to all grade levels by 2025 ( Artificial intelligence (AI) education to begin in high schools next year ). By 2025, AI is slated to be integrated across the entire K-12 curriculum (Shockwaves & Innovations: How Nations Worldwide Are Dealing with AI in Education – The 74). To support this, South Korea is deploying AI-based learning tools and content: for example, AI “digital textbooks” will be used in select grades/subjects from 2025, providing adaptive learning in English, math, and coding classes (AI Digital Textbooks for 2025  to Realize Personalized Education for All). The aim is a personalized learning experience for every student, with each child effectively having an AI tutor to adapt homework and provide feedback (Shockwaves & Innovations: How Nations Worldwide Are Dealing with AI in Education – The 74). The government is heavily investing in teacher preparation through its KERIS agency – creating model AI classrooms and extensive teacher training programs on new technologies. South Korea’s push is driven by a need to move beyond rote learning; officials see AI as key to offering the kind of individualized, deep learning previously only found in expensive private education.

Singapore

Singapore considers AI education critical to its “Smart Nation” vision. While not counted among UNESCO’s 11 (its approach is often through enrichment programs), Singapore has launched a national initiative to build AI literacy among all students and teachers (Shockwaves & Innovations: How Nations Worldwide Are Dealing with AI in Education – The 74). Beginning in 2025, the Ministry of Education will roll out new “AI for Fun” modules under its Code for Fun program, offering 5–10 hour elective workshops in every primary and secondary school (). These modules provide hands-on experience with AI – for example, students might train a simple robot or prototype an AI application – to spark interest and understanding () (). This builds upon Singapore’s existing computing curriculum (which already covers coding and basic AI concepts) (). Beyond standalone modules, Singapore is embedding AI topics and ethical discussions into various subjects, teaching students about AI’s uses, risks, and limitations (e.g. data privacy, bias) as part of digital literacy across the curriculum (). Importantly, teacher training is a focus: by 2026, training in using AI in the classroom will be offered to all teachers, including trainee teachers, so educators understand AI’s benefits and risks. Singapore’s Student Learning Space online platform also uses AI-driven features (an Adaptive Learning System) to personalize practice for students and help teachers with insights (AI in Education: Transforming Singapore’s Education System with Student Learning Space). In summary, Singapore is ensuring both students and teachers develop AI fluency, though its implementation is often via supplementary programs and tools rather than a formal subject.

India

India has rapidly moved to introduce AI in school education at a national level. The Central Board of Secondary Education (CBSE) – India’s largest school board – added Artificial Intelligence as an elective subject for secondary students in 2019, one of the earliest large countries to do so. This AI curriculum (for grades 9–12) covers basic AI concepts, ethics, and applications, and has been rolled out to thousands of affiliated schools. UNESCO identified India as one of the countries that has endorsed and implemented a K-12 AI curriculum (Framing a National AI Strategy with ASPIRE | BCG). India’s 2020 National Education Policy also emphasizes technology integration, calling for coding and “21st-century skills” (including AI) to be taught from middle school onwards. To support implementation, the government and industry partners have launched programs like “AI For All” (a 2021 initiative by CBSE and Intel to provide a basic AI literacy module to students and teachers nationwide). Additionally, the government’s Atal Innovation Mission has established tinkering labs in schools, providing robotics and AI toolkits to give students practical exposure. While coverage is not yet universal (education in India is decentralized across states and boards), these national initiatives mean India is among the leaders in introducing AI coursework in K-12. Training programs for teachers are ongoing – for example, workshops conducted in partnership with tech firms to help teachers deliver the AI curriculum. India’s challenge remains scaling these efforts across a vast school system, but the policy framework and early rollout put it ahead of many countries.

Other Asia-Pacific Notes

  • Japan has focused on coding education (programming became compulsory in elementary schools in 2020) and is experimenting with AI tutoring in some schools, but a comprehensive AI curriculum for K-12 is still emerging.

  • Australia recently released an official Framework for AI in Schools to guide ethical use of AI and is embedding basic AI notions into its Digital Technologies curriculum (Australian Framework for Generative Artificial Intelligence (AI) in ...). However, like the US, much of Australia’s effort currently centers on guidelines for using generative AI tools responsibly rather than teaching AI as a subject.

  • Other Asian tigers such as Hong Kong, Taiwan, and South Korea (discussed above) are active in AI education. Taiwan has introduced AI-oriented programs in high schools and competitions to spur interest. Hong Kong launched an AI education strategy in 2021 providing curriculum resources for secondary schools.

  • Developing Asia: Many countries in South/Southeast Asia are still in early stages. For instance, Indonesia and Bangladesh have coding and tech programs but little yet on AI. They are beginning pilot projects often with private EdTech partners.

Overall, the Asia-Pacific region contains several frontrunners (China, South Korea, Singapore, India) that view K-12 AI education as essential for competitiveness, and they back this with national policies. Many others in the region are observing these models or taking initial steps.

Europe

European Union Initiatives

The EU as a bloc has approached AI in education through policy guidance and ethics frameworks rather than centralized curriculum changes (education is largely a member state competence). In 2022, the European Commission published ethical guidelines for educators on the use of AI and data in teaching. These guidelines help teachers across Europe understand AI, dispel common misconceptions, and promote the safe, unbiased use of AI tools in classrooms. They form part of the EU’s Digital Education Action Plan (2021–2027). The EU is also developing an AI competence framework for students (through UNESCO and European agencies) to define what skills and knowledge learners should acquire at various ages. While the EU does not mandate curricula, it encourages member countries to integrate digital and AI literacy to ensure students and teachers can “engage positively, critically and ethically” with AI (Ethical guidelines on the use of artificial intelligence and data in teaching and learning for educators | European Education Area). Additionally, upcoming European regulation (the EU AI Act) highlights education as a sensitive area for AI deployment, which is spurring ministries to issue guidance.

National Curriculum Efforts in Europe

A number of European countries have started weaving AI topics into their national curricula or strategies:

  • Finland: Renowned for its education system, Finland has embraced AI education in a holistic way. Rather than a standalone K-12 AI subject, Finland integrates AI concepts into computing, math, and interdisciplinary projects. The government made a “bold national commitment to educate its citizens” in AI – famously offering a free online course “Elements of AI” to the public (which has reached tens of thousands of Finns) (Framing a National AI Strategy with ASPIRE | BCG). In schools, roughly half of Finnish schools use an AI-based learning platform (ViLLE) for personalized practice (Shockwaves & Innovations: How Nations Worldwide Are Dealing with AI in Education – The 74). In 2023, Finland’s Ministry of Education released AI guidelines for all levels of education to support using AI in teaching and learning (with a focus on ethics and pedagogy). Teacher training universities in Finland also research how AI can enhance learning. Finland is often cited as a model, prioritizing AI literacy and critical thinking about AI over rote technical details.

  • United Kingdom: The UK has a strong computing curriculum in schools (including algorithmic thinking and data, which underpin AI) but so far has not introduced “AI” as an explicit required topic in primary/secondary curricula. The focus has been on guidance and pilot programs. In 2023–2024, the Department for Education in England released policy guidance on “Generative AI in education”, highlighting how AI can transform teaching and administrative tasks ( Generative artificial intelligence (AI) in education - GOV.UK ). Schools are left to decide how students may use AI tools (like ChatGPT) with an emphasis on safeguards (AI in schools: What you need to know - The Education Hub). The government’s stance is to encourage innovation with AI while ensuring safety and ethics. For AI literacy, the UK relies on its computing curriculum (which by age 16 covers machine learning basics in some syllabi) and extracurricular initiatives (e.g. AI-focused challenges and clubs). Recently, Britain announced new investments in EdTech and even opened a few “AI schools” as pilots – for example, a much-publicized AI-driven classroom without a human teacher sparked debate in 2024 (Artificial intelligence: education and impacts on children and young ...). However, these are isolated trials. Overall, the UK is cautiously exploring AI in schools; teachers’ use of generative AI jumped from 32% to 48% between 2023 and 2024 (Enhancing UK classrooms by using AI in education), so the government is now working on training and “content hubs” for AI-assisted lesson planning (Generative artificial intelligence (AI) in education - GOV.UK). In summary, the UK is not a leader in formal AI curriculum, but it is actively developing policies to support AI’s use and to ensure students learn with and about AI responsibly.

  • France: France’s national AI strategy (2018) included an education component, and the Education Ministry has supported programs to train teachers and introduce students to AI. A notable initiative is Class’Code IA, a MOOC and toolkit (launched 2019) for teachers to teach 8–16 year-olds about AI concepts (like how image recognition works) in an unplugged, ethics-focused way. While not a compulsory curriculum, it is endorsed by the Ministry and used in many schools. France also introduced a new computer science option in high schools which includes machine learning fundamentals. Additionally, since 2023, France has been piloting the use of AI tutoring software in some middle schools to assist with math education.

  • Germany: Germany’s approach to AI in schools is developing. Education is state-level, but the federal government’s 2019 AI strategy called for modernizing curricula. Some German states (Länder) have begun incorporating AI topics in their informatics courses. For instance, Bavaria updated its high school CS curriculum to mention AI applications and data science. Nationwide, Germany was reported to have AI curricula “in development” as of 2022 () (). Teacher training programs (like elements of AI course translated to German) are being encouraged. Overall, Germany is playing catch-up, working through pilot projects and extracurricular competitions (the “Robotics & AI” category in youth science fairs, for example) before fully formalizing AI in the curriculum.

  • Belgium, Portugal, Austria: These countries were among the first in Europe to officially endorse school AI curricula (Framing a National AI Strategy with ASPIRE | BCG). Belgium’s Flanders region introduced an AI curriculum framework in secondary education around 2019, including courses on AI and big data for seniors. Portugal developed an AI curricular guide and has implemented it in some secondary schools (as part of a broader “Digital Skills” curriculum). Austria has a “Digital Education” strategy and by 2021 had integrated AI topics into high school informatics classes, making it one of the 11 countries noted by UNESCO. These European examples show that smaller states can move fast in curriculum innovation.

  • Others: Estonia and Denmark have strong ICT education at school but are only beginning to sprinkle in AI-specific content. Estonia, known for digital innovation, has coding in all schools and some AI electives. In 2022, Serbia became an interesting case – it launched an AI in education program and was highlighted by UNESCO for implementing AI curricula (and continuing to develop more) () (). This shows that even non-EU countries in Europe are active in this area.

In summary, Europe has several pockets of leadership (Finland’s comprehensive approach, France and UK’s teacher-training and resource focus, and early adopters like Austria/Belgium/Portugal). The EU provides high-level guidance, especially on ethical use of AI, but implementation of AI education varies widely by country. Many European countries are still in exploratory or pilot phases, meaning Europe as a region is uneven – with some leaders but overall not as unified or rapid as Asia in rolling out AI curricula.

North America

United States

In the U.S., K-12 education standards are decentralized (set by states and local districts), so there isn’t a single national AI curriculum. That said, awareness of AI’s importance has grown significantly in recent years, and a variety of initiatives are underway:

  • Curriculum Guidelines: The AI4K12 Initiative, led by educators and supported by NSF and industry, has developed national guidelines for teaching AI in K-12 (identifying “Five Big Ideas in AI” for various grade bands) (AI4K12 – Sparking Curiosity in AI). These guidelines serve as a framework that states or schools can adopt. A few school districts (e.g. in California and Massachusetts) have begun offering AI electives in high school or integrating simple AI projects into computer science classes, often drawing on AI4K12 resources.

  • State Policies: By early 2025, 25 U.S. states (half the country) had issued official guidance or policies on the use of AI in K-12 schools. These policies typically advise on how teachers and students should use generative AI tools (like chatbots) ethically and safely in the classroom. For example, some states (e.g. Utah, California) have instructed schools on plagiarism concerns and data privacy when students use AI assistants, while others (e.g. Alabama, New York) are providing templates for district-level AI policies (State AI Guidance for Education — AI for Education). This flurry of guidance was prompted by the sudden popularity of tools like ChatGPT in late 2022 – early 2023. Initially, some districts banned student use of AI out of cheating fears, but many are now shifting to a managed-use approach, recognizing AI’s educational potential if used responsibly.

  • Federal Support: The U.S. federal government has encouraged STEM and AI education mainly through funding and research. The National Security Commission on AI in 2021 recommended expanding AI education to maintain competitiveness (Riding the AI Wave: What's Happening in K-12 Education? | Center for Security and Emerging Technology). In mid-2023, the U.S. Department of Education released a report “Artificial Intelligence and the Future of Teaching and Learning”, outlining opportunities and risks of AI in education and calling for teacher training on AI tools. The National Science Foundation launched programs like EduAI to research AI-driven teaching and to develop K-12 AI curricula (NSF launches EducateAI initiative - National Science Foundation). However, these are advisory or supportive; they don’t mandate curricula.

  • Teacher Training and Tools: Various nonprofits and universities are stepping in to train teachers on AI. For instance, MIT’s RAISE initiative and Google-funded programs are providing professional development so teachers can integrate AI topics and use AI-driven platforms. Many U.S. schools now use AI-powered educational software (for personalized math practice, reading support, etc.), so teachers are being trained in interpreting AI-generated insights about student learning. Pilot programs are trialing AI tutors (like Khan Academy’s Khanmigo AI) in classrooms to see how they can supplement instruction.

Overall, the United States is lagging somewhat in formal curriculum integration of AI compared to some countries – there is no nationwide requirement that K-12 students learn about AI. But at the grassroots level, a lot is happening: some high schools offer courses in machine learning or data science, coding clubs tackle AI projects, and states are rapidly issuing guidelines for AI use in education. The emphasis in the U.S. has been twofold: learning with AI (adopting AI tools to enhance learning in traditional subjects) and learning about AI through expanding computer science education. With roughly 50% of U.S. high schools still not even offering computer science, the challenge is considerable. Nonetheless, momentum is building; AI is being discussed in school board meetings, and new education standards (like those in Florida and Pennsylvania) are beginning to mention AI literacy. We can expect the U.S. to develop more cohesive K-12 AI education policies in the coming years, but for now its efforts are patchy and driven by local innovation.

Canada

Canada was the first country to announce a national AI strategy (for economic development), but K-12 education changes have been gradual. Computational thinking and coding are part of most provincial curricula now, and some provinces have started to include AI examples. For example, Ontario’s education ministry in 2023 launched an “EducAI” pilot program to introduce AI concepts in some high schools and train teachers on AI literacy. Quebec has a Digital Competency framework that mentions understanding emerging tech like AI. There are also Canadian nonprofits creating French-language AI curriculum content for schools (reflecting a bilingual approach). Like the US, Canada’s provinces are issuing guidelines: British Columbia in 2023 published considerations for using AI tools in classrooms (addressing privacy and equity) ([PDF] Considerations for Using AI Tools in K-12 Schools - Gov.bc.ca). At the federal level, the Canadian government has funded outreach (like AI camps for youth through the CIFAR institute). Overall, Canada is at an early stage – focusing on raising awareness and embedding AI into existing tech education, but not yet having a formal required AI course in K-12. Canadian teachers have voiced a need for more support and training in this area (Can Aussie teachers keep up with the AI revolution?) (New grants to empower Australian educators with important AI skills).

Mexico and Central America

In Mexico, computational thinking was introduced in the curriculum in recent reforms, but AI is not explicitly required learning yet. Some private schools and universities run AI bootcamps for teens. The Mexican government in 2018 launched an AI strategy that included education goals, but concrete K-12 changes have been limited. Other Central American countries are largely focused on closing basic digital divides; AI in schools is not yet a priority.

North America’s story is thus one of catching up: strong on technology use and rich in pilot programs, but lacking the kind of top-down curriculum mandates seen in Asia. The U.S. and Canada are bridging towards AI education via broad computer science education initiatives and teacher professional development, rather than introducing AI as a standalone subject for all students (so far).

Middle East & Africa

Gulf States (Middle East)

Several countries in the Middle East, especially in the Gulf, are positioning themselves as leaders in AI and have extended those ambitions to education:

  • United Arab Emirates (UAE): The UAE has been very proactive – it even appointed a Minister of AI in 2017 and launched a national AI strategy that includes education. The UAE is among the countries that have implemented a government-endorsed K-12 AI curriculum. AI concepts have been introduced in secondary school curricula (often within computer science or as electives) and through nationwide programs. For instance, the UAE ran an “AI Summer Camp” for students and teachers to build AI skills. By 2019, the UAE Ministry of Education had partnered with tech companies to develop school AI content (including basics of machine learning and AI ethics for high schoolers). In addition, the UAE heavily emphasizes student access to AI tools: many schools have robotics and AI labs, and there are national competitions in AI & robotics. The UAE’s aim is to cultivate AI talent early; it even opened a dedicated AI University for graduate study, indicating the pipeline they envision from K-12 to higher ed. Teachers are being trained via initiatives like the Mohamed Bin Zayed University’s micro-courses on AI for school teachers.

  • Qatar: Qatar is also notable. It has invested in education through initiatives like Qatar Foundation, and as part of its national AI efforts, it introduced an AI curriculum in K-12. UNESCO’s mapping counted Qatar among the first with an AI curriculum in schools (Framing a National AI Strategy with ASPIRE | BCG). Likely by 2021, Qatar integrated AI topics (such as basic programming of AI, and discussions on AI in society) into its Independent schools’ curriculum, particularly in secondary grades. Additionally, Qatar has established innovation programs in schools – e.g. the Qatar Computing Research Institute runs outreach to teach machine learning basics to high school girls to encourage them into STEM.

  • Kuwait & Saudi Arabia: Kuwait is listed by UNESCO as having implemented K-12 AI curriculum (Framing a National AI Strategy with ASPIRE | BCG), suggesting that Kuwait has made formal changes (perhaps as part of a new informatics curriculum). Details are sparse publicly, but Kuwait likely partnered with experts to embed AI modules in high school IT classes. Saudi Arabia has a sweeping national AI Strategy (as part of Vision 2030). As of 2022 Saudi was still “in development” on K-12 AI curriculum () (), but things are moving: Saudi Arabia introduced an “AI literacy” track in some secondary schools in 2023 and is training AI-specialist teachers. It also opened specialized high schools focused on AI and cybersecurity. Saudi educational authorities have teamed up with companies like Google to train 100k teachers in digital skills and AI. We can expect Saudi Arabia to soon formally mandate AI learning in high school, given its rapid progress.

  • Israel: Israel has a strong tech education ecosystem and while there isn’t a nationwide AI curriculum per se, many Israeli high schools offer advanced computer science where AI is a popular elective topic (e.g. students build machine learning projects for their final assignments). The government funds programs to involve students in AI research competitions and has started AI training in its “Excellence programs” for gifted students. Israel can be seen as ahead in practice, if not through a formal policy.

Sub-Saharan Africa

In Africa, the priority in education has often been on basic literacy, but there is growing recognition of the need for digital skills including AI. Overall, Africa lags behind other regions in incorporating AI into school curricula, but a few countries stand out with recent initiatives:

  • Egypt: Egypt has emerged as a regional leader by taking a bold step to make AI education compulsory. In late 2024, Egypt’s Education Minister announced that Artificial Intelligence and programming will become core subjects for all Grade 10 (first-year secondary) students starting 2025 ( Egypt to make AI, programming core subjects for 1st-year secondary school students in 2025 ). This means every Egyptian student around age 15 will study AI basics as part of the national curriculum – an ambitious policy in a country with millions of students. The curriculum will likely cover AI concepts, practical coding of simple AI applications, and ethical issues. Egypt is also launching an AI-powered national education platform to improve access to digital content (The Education Ministry's new AI-powered education platform takes). Teacher training for this new AI subject is underway (the ministry has been working with local universities and even companies like Microsoft on training programs (Ministry of Education and Microsoft Launch AI Initiative)). If fully implemented, Egypt’s policy would put it among the leading nations integrating AI at secondary level, and a pioneer in Africa.

  • South Africa: South Africa has overhauled parts of its curriculum to include Coding and Robotics for grades 1–9 (phased in between 2020 and 2023). Within this new curriculum, students learn about sensors, automation and by extension some AI concepts (e.g. basic logic behind autonomous machines). While not explicitly labeled “AI curriculum,” it lays groundwork for AI understanding. The government also published a paper on preparing for “Education 4.0” that calls for introducing AI and data science in high school. Some South African high schools now offer Data Science or AI clubs. In terms of policy, South Africa’s Department of Education has run teacher training pilots on AI and is collaborating with IBM and others to bring AI content (like IBM’s SkillsBuild AI modules) to students. Still, broad implementation is in early stages.

  • Rwanda and Ghana: A few smaller African states are pushing tech education. Rwanda has a national Center for the Fourth Industrial Revolution, which in 2022 launched an AI in education pilot — training secondary school teachers to incorporate AI examples in science lessons and starting an AI club network. Ghana has some STEM high schools where AI and robotics are taught (often through partnerships with NGOs or universities). For example, Ghana’s Ministry of Education worked with Google to include AI topics in a new ICT curriculum framework in 2023, although nationwide rollout will take time.

  • Others: Broadly, most African nations are still focused on digital inclusion. Many countries (Kenya, Nigeria, Uganda, etc.) have coding camps and robotics competitions that introduce AI informally, but no formal AI coursework in public school curriculum yet. Lack of infrastructure and trained teachers are major barriers. That said, interest is rising: Africa’s largest economy, Nigeria, adopted a National AI Policy in 2023 that includes goals for updating school curricula – but implementation has yet to happen. The African Union and UNESCO have been holding workshops (as of 2025) to help African education policymakers plan for AI; for instance, a UNESCO forum in Southern Africa in Jan 2025 highlighted personalized learning and AI tools for addressing educational challenges (Youth voices shape dialogue and discourse on AI and Education and learning practices in Southern Africa | UNESCO). So we may see more African countries piloting AI in coming years.

Student access to AI tools in African schools is currently limited to small pilot projects. For example, in Senegal and Kenya, initiatives have used AI-powered tutoring apps on tablets in a handful of schools (often donor-supported). In Cameroon, a start-up introduced an AI chatbot to help students practice French and English. These are localized projects – widespread access to AI learning platforms in classrooms is rare in Africa due to resource constraints. However, as internet connectivity improves, there is potential for leapfrogging: African educators might adopt open AI education resources created elsewhere, and use low-cost AI tools (when available on mobile) to enhance learning even before formal curricula catch up.

In summary, the Middle East has some early adopters (UAE, Qatar, Kuwait, now Egypt) making AI education a priority, backed by strong government will and resources. Africa, while mostly lagging, has notable progress in a few countries and an increasing continental focus on not missing out on the AI revolution. For most of Africa, building foundational digital skills remains the priority, but Egypt’s move in particular is a sign of change.

Latin America

Latin American countries generally trail behind in integrating AI into school curricula, focusing first on improving basic digital literacy and connectivity in schools. However, there are emerging efforts and a growing recognition of AI’s importance:

  • Brazil: Brazil, Latin America’s largest nation, has not yet added mandatory AI topics to its national curriculum, but there is significant activity. The federal government’s National Common Curricular Base (BNCC) introduced computing and technology competencies, but AI is only implicitly included. Still, Brazilian education companies and some state governments are pushing ahead. A major Brazilian education firm, SOMOS Educação, in 2024 unveiled “Plurall AI – Plu”, an intelligent teacher’s assistant that uses generative AI to help plan lessons. This AI assistant is being piloted with the goal to reach over 5,000 schools by 2025 (Plu, the intelligent assistant set to revolutionize education in Brazilian schools - Índice Latinoamericano de Inteligencia Artificial), aiming to free up teachers’ time for more personalized student engagement. This indicates that while students might not be learning about AI in a class, they may soon learn with AI augmenting their classrooms. Additionally, Brazil has programs like USP’s AI workshops for schools and IBM’s STEM initiatives that introduce AI concepts to high schoolers in after-school programs. There’s a proposal in São Paulo state to use AI tutors for personalized learning, though it has sparked debate about equity (A proposal in Brazil to use generative AI in education threatens).

  • Uruguay: Uruguay is often a regional leader in ed-tech (due to its Plan Ceibal one-to-one laptop program). Plan Ceibal has begun exploring AI tools – for instance, using an AI-based adaptive learning system in math classes and piloting AI-driven language learning assistants. In terms of curriculum, Uruguay added a data science and society course in some high schools which touches on AI. There’s also collaboration with UNESCO on AI competency frameworks.

  • Argentina & Chile: These countries have strong traditions in science education. Argentina’s Ministry of Education launched an initiative “Aprender Con Inteligencia Artificial” (Learn with AI) in 2022 to train teachers and produce didactic material on AI for secondary students. It’s not a formal curriculum change yet, but schools can opt into this program. Chile held a national AI policy consultation in 2021 that included education; as a result, Chile is developing AI learning modules to integrate into its digital skills curriculum, focusing on AI ethics and societal impact for high school students.

  • Colombia, Peru, and others: Most have national plans for digital education but little mention of AI in K-12 specifically. They do have coding in schools to some extent. Colombia has a pilot where students use an AI platform to learn English (automated speech recognition gives them feedback). Peru and Ecuador have started robotics clubs. These are stepping stones toward future AI coursework.

In Latin America, one can say no country is a clear leader yet in K-12 AI curriculum, but there is growing momentum. Governments are beginning to partner with universities and the private sector to run AI literacy campaigns. The Inter-American Development Bank and UNESCO have hosted regional workshops to encourage Latin American education systems to incorporate AI education, noting it’s crucial for the future workforce. A challenge across much of the region is inequality – many schools lack basic internet or computers, so policymakers must balance priorities. Thus, Latin America’s immediate focus is often on expanding general computer science education; AI-specific content usually comes as enrichment for selected schools.

Summary: Leaders and Laggards

In 2025, the global landscape of AI education in schools is a patchwork of pioneering programs and gaps. Only a minority of countries have systematically incorporated AI into K-12 curricula, though many others are starting or planning to do so. Here’s a summary of key leaders and those trailing:

  • Global Leaders: A few countries stand out for their comprehensive efforts. China is a clear leader, rolling out age-differentiated AI curriculum nationwide and investing heavily in teacher training and resources. South Korea is similarly advanced, making AI a core part of the curriculum by 2025 and providing AI tutors and content to personalize learning. Several smaller nations have been early adopters: for example, Singapore with its universal “AI literacy” initiative and new AI modules in all schools, Finland integrating AI across subjects and offering free AI courses to all citizens , United Arab Emirates mandating AI learning and building nationwide student programs, and India introducing AI as a school subject at scale via CBSE since 2019 . A UNESCO survey highlighted Austria, Belgium, Portugal, Kuwait, Qatar, and Serbia as other early implementers of K-12 AI curricula – showing that leadership comes from diverse regions, not just the largest economies. These leaders have in common a strong government drive to prepare youth for an AI-driven future, evidenced by official curriculum changes or robust national programs.

  • Those Catching Up: Many developed countries are not leaders yet but are actively catching up. United States and Canada fall in this category – they lag in formal curriculum change but have an explosion of state-level policies, teacher training, and pilot programs to integrate AI soon. Major European countries like UK, France, Germany, and Japan also fit here; they are experimenting and issuing guidance, but their national curricula only lightly touch on AI so far. These countries are trying to balance enthusiasm for AI’s benefits with caution around its risks (e.g. issuing ethical guidelines and studying impacts before wholesale adoption). We see significant activity in teacher professional development and in use of AI as a teaching aid in these nations, which lays the groundwork for fuller student-facing AI education in the near future.

  • Laggards: A large portion of the world remains in the early or planning stages. In much of Africa and parts of South Asia, the priority is still on basic ICT access; only a few have taken steps toward AI in the classroom notably Egypt’s recent leap to require AI in high school. Similarly, many Latin American and Southeast Asian countries have yet to implement any AI curriculum requirements, focusing first on coding and digital literacy. It’s telling that as of 2022, over 80% of countries had no government-endorsed AI curriculum in K-12. Even within regions of high tech adoption, some are lagging – for instance, Eastern European and Central Asian educational systems have seen little AI curriculum integration so far. These laggards risk falling behind in preparing their students for future jobs. UNESCO and other international bodies are urging these countries to develop AI competencies for students to avoid widening skill gaps.

In conclusion, AI education in primary and secondary schools is still in its infancy globally, but a number of pioneering countries have made significant strides. National curriculum initiatives range from dedicated AI courses to embedding AI topics across math, science, and computing subjects. Teacher training is a linchpin of success – leading countries are investing in upskilling educators to teach AI and use AI tools in pedagogy (Resources | Global Citizenship Education (GCED) Clearinghouse | UNESCO & APCEIU). Supportive policies (national AI strategies, education ministry guidelines) provide the framework and funding for these efforts. We also see that giving students access to AI platforms (from adaptive learning systems to coding with AI kits) can accelerate learning and interest in AI. Going forward, we can expect more countries to follow the examples of the current leaders. Those that have been slow will likely ramp up their plans under pressure to remain competitive and to ensure their youth are AI-literate citizens of the future. As UNESCO aptly noted, AI literacy is becoming “a basic grammar of our century”, and education systems worldwide are beginning to adjust accordingly (UNESCO releases report on the mapping of K-12 Artificial Intelligence curricula | UNESCO).

Sources: National government releases, UNESCO and OECD reports, and news articles have been cited throughout to substantiate these examples and developments (China to enhance AI education in primary, secondary schools) (Framing a National AI Strategy with ASPIRE | BCG) ( Egypt to make AI, programming core subjects for 1st-year secondary school students in 2025 ), among others. Each reference provides additional detail on specific country initiatives and policy documents.