Education systems across the BRICS countries — Brazil, Russia, India, China and South Africa — are undergoing transformation as digitalisation and artificial intelligence (AI) become central to training the next generation of specialists. Experts note that these nations face shared challenges like ensuring equal access to schooling, countering teacher shortages, and fostering inclusion and cultural diversity, even as they work to harness technology to improve educational outcomes. A report by the BRICS Expert Council highlights that BRICS economies collectively educate a large portion of the world’s school-age population, making innovation in education particularly significant for global human capital development.
In response to economic and technological shifts, BRICS countries are increasingly integrating AI and digital tools into their educational infrastructures. For example, AI has already been used by India’s Central Board of Secondary Education (CBSE) to analyse student performance data and improve assessment accuracy, demonstrating how technology can support more thorough and reliable educational processes. Broader initiatives within the bloc include cooperation on skills development, applied technology and innovation, such as vocational training exchanges and expert delegations that aim to strengthen practical technology skills among students and educators.
BRICS leaders have also emphasised the importance of inclusive access to AI technologies and digital learning as part of broader international cooperation. At summit meetings, member states have agreed that AI should be fair, equitable and accessible to all countries, with technology used to support sustainable development, boost productivity and improve lives across the Global South. This shared vision underlines efforts to make AI a tool for expanding opportunity rather than a source of inequality in education and beyond.
Despite this momentum, significant structural challenges remain — including digital infrastructure gaps, uneven teacher training in AI and disparities in resource availability — that could affect how quickly and effectively AI can be integrated into schooling. Research from Brazil, for example, shows that while teachers are interested in using AI for content creation and personalised learning, limited training and technical support can hinder implementation. Overcoming these hurdles will be key to ensuring that digitalisation and AI strengthen education systems within BRICS and help prepare students for future labour markets.
