对这个图片进行讲解，用中文讲解---**Section Title:** 1. Introduction **Header:** Introduction - AI and education: Guidance for policy-makers **Body Text:** Within just the last five years, because of some prominent successes and its disruptive potential, artificial intelligence (AI) has moved from the backwaters of academic research to the forefront of public discussions, including those at the level of the United Nations. In many countries, AI has become pervasive in daily life - from smartphone personal assistants to customer support chatbots, from recommending entertainment to predicting crime, and from facial recognition to medical diagnoses. However, while AI might have the potential to support the achievement of the Sustainable Development Goals (SDGs) of the United Nations, the rapid technological developments inevitably bring multiple risks and challenges, which have so far outpaced policy debates and regulatory frameworks. And, while the main worries might involve AI overpowering human agency, more imminent concerns involve AI's social and ethical implications - such as the misuse of personal data and the possibility that AI might actually exacerbate rather than reduce existing inequalities. Nonetheless, AI has also entered the world of education. 'Intelligent', 'adaptive' and 'personalized' learning systems are increasingly being developed by the private sector for deployment in schools and universities around the world, creating a market expected to be worth US$6 billion in 2024 (Bhutani and Wadhwani, 2018). Inescapably, the application of AI in educational contexts raises profound questions - for example about what should be taught and how, the evolving role of teachers, and AI's social and ethical implications. There are also numerous challenges, including issues such as educational equity and access. There is also an emerging consensus that the very foundations of teaching and learning may be reshaped by the deployment of AI in education. All of these issues are further complicated by the massive shift to online learning due to the COVID-19 school closures. Accordingly, this UNESCO guidance seeks to help policy-makers better understand the possibilities and implications of AI for teaching and learning, so that its application in educational contexts genuinely helps achieve SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. However, we must also be aware that the connection between AI and education will inevitably play out in very different ways depending on the national and socio-economic circumstances. With AI in general, the concern is that "if we continue blindly forward, we should expect to see increased inequality alongside economic disruption, social unrest, and in some cases, political instability, with the technologically disadvantaged and underrepresented faring the worst. (Smith and Neupane, 2018, p. 12) This is no less a concern for AI and education. If AI is to support SDG 4, there is also a need to provide low-cost models for developing AI technologies, ensure that the interests of low and middle income countries are represented in key debates and decisions, and create bridges between these nations and countries where the implementation of AI is more advanced. This publication begins with a brief introduction to AI - what it is and how it works - to provide a foundation for an in-depth discussion of the interaction between AI and education. This is followed by an introduction to the multiple ways in which AI is being used in education, together with a discussion about how AI might enhance inclusion and equity, quality of learning, education management, and pedagogy. This discussion also considers how education might help all citizens develop the skills needed for life and work in the AI era. The main strategic objectives - harnessing the benefits and mitigating the risks of AI for education - are then detailed, and the challenges for achieving those objectives are explored. The guidance concludes by proposing a set of recommendations, which are designed to inform a comprehensive vision and action plans for AI-and-education policies. **Page Number:** 5