Dr. Peeter Mehisto
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Peeter Mehisto VIDEO_22.1.2026.mp4
Dr. Peeter Mehisto
I would like to share some insights that I gained from the 8th OECD (Organisation for Economic Cooperation and Development) Global Forum on Education and Skills 2040 and from previous forums. The focus of the latest forum was on AI (artificial intelligence), but we kept returning to Drama, Literature and the Arts.
As we operate in this new world with AI, it is essential that we keep, the science of human learning and development, at the centre of the teaching and learning process. Yes, a student may engage individually with one of more AI tools and agents, but collaboration with other persons remains a priority. Learning must continue to be driven by inclusion, ethics, curiosity, critical thinking and empathy. As cognitive neuroscientist Katri Saarikivi reminded us that: ‘Without empathy there is no interaction among human beings.’ The Deputy Minister for Digital Development of Ukraine warned that: ‘AI will not fill the gap of loneliness, inclusion or building openness and confidence in expressing ideas in person. Our attention must stay focussed on the learning process.’ From my perspective, as a former drama teacher, drama is ideally suited for these purposes.
In education we also need to focus on well-being of self and others, self-evaluation and self-regulation skills, as well as resilience.
This is possible when we allow for and foster agency, the capacity for goal-oriented purposeful action including co-creation. Our role in education is to foster co-agency and collective agency. ‘Agency is life. Human agency is a key skill students need to obtain in school.’
We also need to build the capacity to critique AI tools including analysing how AI firms are using our data.
But ultimately, as we proceed with AI, it is essential that educational purpose drive our decision making. As we help students to grow with moral purpose, we also wish I hope for them to go beyond themselves and help create new value together with others.
As we work to co-create the world we want, it will require grit at the personal, collective and institutional levels. This is because in part AI poses risks to student agency. AI use can lead to a decline in curiosity.
It can limit productive struggle and impede empathy. It can decrease mindful and autonomous use of ICT, increase misunderstanding and reinforce subconscious habit formation. AI use can also decrease presence, joint attention and a sense of togetherness.
Social media algorithms work to undermine student agency, they can erode the capacity to think critically and thereby undermine democracy.
Thus, despite its attractiveness and the opportunities it offers, AI casts a long and dark shadow which I won’t further expand upon here.
In education, when students are faced with the myriad of challenges which are an evitable part of an inspiring learning process. It is essential that they do not focus on the easy way out, the quick answers provided by AI to simply avoiding deep & effortful learning and using free time to chill, to endlessly scroll. Instead, we need to create opportunities for trial and error, for experimenting and tinkering, for challenging debate and discussions, for discomfort and euphoria in obtaining enlightenment, for social connections and dialogue, for sensory experiences and exploring morale values, for undertaking tough negotiations and for compromise, and choice.
At past global fora students proposed the sun of co-agency where they ultimately seek young people-initiated, but shared decisions with adults. Discussions at this forum pointed out that co-agency is dependent on
student voice and social interactions, choice in learning, equity and inclusion, a sense of belonging as well as dialogue and civic participation. It is also dependent on goal setting, planning and monitoring, but also in leaving space for self-initiated unstructured activities. Finally, the importance of literature, drama (role-playing) and the arts were stressed.
Despite focusing on AI at this global forum, much discussion was generated about the importance of literature. Why? It feeds imagination There was also a focus on the role of drama and the arts. In my mind that also includes dance. Literature, drama (role-playing) and the arts feed imagination and creativity. Young people, especially when living and working with AI need to imagine different ways of being in order to open up wider and richer options for the future.
Thank you for joining me. I wish CODE more power in doing its important work. Drama is empowering.
Dr. Peeter Mehisto has sparked ideas and facilitated stakeholder cooperation leading to the launch of substantial new public programmes.
In education, he has supported the development of bilingual programmes on three continents. His books include three with Cambridge University Press and one with Macmillan. His latest co-authored book Lessons from Estonia’s Education Success Story: Exploring Equity and High Performance through PISA is published with Rutledge. These and other books have been addressed to teachers, school administrators, regional and/or national officials.
Peeter is a former drama teacher who has taught at all levels of the education system and has worked in administration.
Since 2017, he has been part of the global OECD Education and Skills 2030/2040 initiative.
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