This position paper, developed through collaborative efforts of G20 experts, examines the transformative role of education innovation in advancing sustainable development during the AI era. It argues that AI does not independently reshape education but amplifies existing institutional structures and choices. The article addresses four core themes. First, it calls for a fundamental rethinking of education research, which is currently fragmented and contested, urging a return to foundational questions of purpose, equity, and temporality. Second, it explores the dual nature of AI in schools, acknowledging its potential for personalized learning and systemic efficiency while warning of risks like algorithmic bias, inequity, and the illusion that technology can replace educators. Third, it redefines teaching for this new context, positioning educators as designers of meaning and ethical mediators rather than mere transmitters of content, with AI literacy emerging as a critical competency. Fourth, it engages with the persistent digital divide, proposing a multidimensional policy framework for inclusive learning pathways. In the concluding section, the article frames education as a strategic steering mechanism, emphasizing that human choices—not technology alone—will determine whether AI fosters equitable, sustainable, and just futures for sustainable development.
Wang et al. (2026) studied this question.