International Educational Review

Artificial Intelligence, Education, and the Struggle for Global Influence

Fatih Sayin 1 *
1 Fatih Sayin* Corresponding Author
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International Educational Review, Volume 4, Issue 1, 2026, pp. 1-4
OPEN ACCESS VIEWS: 19 DOWNLOADS: 11 Publication date: 15 Apr 2026
ABSTRACT
This editorial examines the contrasting approaches of the United States and China to AI education, focusing on curricula, funding models, and ideological underpinnings. The U.S. relies on market-driven incentives and private sector involvement, while China mandates compulsory AI education supported by substantial state investment. These divergent models illustrate how education has become a site of global rivalry, with significant implications for workforce development and value formation. The editorial also considers the cooperative frameworks advanced by UNESCO and the OECD, which emphasize equity, human rights, and global collaboration. It concludes by highlighting the tension between competitive national strategies and international calls for inclusive and human-centered AI education, indicating the risk of deepening divides rather than improving shared progress.
KEYWORDS
Artificial Intelligence Education U.S.–China Rivalry Geopolitics of AI UNESCO and OECD Frameworks Global Workforce Development
CITATION (APA)
Sayin, F. (2026). Artificial Intelligence, Education, and the Struggle for Global Influence. International Educational Review, 4(1), 1-4. https://doi.org/10.58693/ier.411
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