HP Futures report calls on Malaysia and countries around the world to introduce a mandatory Global AI in Education Charter

 The 2025 HP Futures Report, published yesterday, calls for Malaysia and governments worldwide to establish a mandatory Global AI in Education Charter. 

Led by the Global Learning Council, T4 Education, and HP, 100 global education, technology, and policy experts encourage the adoption of ethical, pedagogical, and safe classroom technology. 

The Charter would require vendors to demonstrate data privacy, learner data ownership, and environmental sustainability, with safeguards for minors and a ban on exploitative practices.

The report surveyed 2,860 students from 21 countries and found that over 60% use AI daily for research purposes, while 71% support the implementation of limits to AI capabilities in education. 

The findings will be presented to education ministers at the World Schools Summit in Abu Dhabi on November 15-16, 2025, recommending that policymakers create responsible, equitable AI-powered learning environments to effectively prepare students for the future of work.

The recommendations for Malaysia and countries worldwide, informed by a consortium of policy leaders, educational technology (EdTech) entrepreneurs, NGO leads, academics, teachers, and lecturers from across the globe, include:

1) Urgently ensure inclusive AI adoption strategies are created to prevent the AI era from deepening educational divides and guarantee baseline, equitable access to core LLM-based services for schools. 

2) Ensure that AI fundamentally augments and does not replace teachers. 

3) Create a policy that ensures educators are consulted in the development of any widely deployed AI tools, and that technologies rolled out in schools have clearly defined educational objectives.

4) Give students a formal seat in AI governance and policy design. Youth insight will be essential in ensuring supportive, realistic AI adoption going forward.

5) Overhaul traditional curricula to ensure they centre on lifelong skill-building and analytical, creative, and human-centred skills, rather than age-based knowledge milestones. The report considered greater emphasis on philosophy, ethics, history, and interdisciplinary problem-solving throughout K-12 and higher education, in addition to coding and tech elements.

6) Ensure that “friction” remains in the learning system to protect students’ learning and job market-readiness. Students should be taught to think critically and engage with AI thoughtfully, rather than relying on it to do their thinking. Educators must introduce challenges that encourage reflection, preventing passive acceptance and over-automation.

7) Urgently commission national “AI-readiness baseline” surveys before honing AI in Education policy or procurement. Every ministry should audit leadership confidence, infrastructure, security, and equity gaps to inform roll-out priorities.

8) Ensure education policy is “live” and reactive, with mandatory annual policy refresh cycles to ensure that state school systems and policies keep pace with AI. Frequent LLM updates mean policies need regular review and global collaboration to stay relevant and ready for evolving AI scenarios.

9) Urgently ensure that all policymakers, school and university leaders involved in setting AI policy go through rapid “AI literacy training” that undergoes continuous review. Policymakers and leaders need to know what they are implementing, and how to use it – or an entire generation may miss out on the broader transformational opportunities the technology presents, or suffer as a result of bad implementation efforts. 

10) Deliver AI upskilling and professional development services for all educators across K-12 and higher education. AI requires a redefinition of teaching roles, including from content delivery to facilitation and skill-building.   

11) Reshape assessment to be more listening and public speaking-focused (viva-like) classroom, while taking into account the use of AI outside the classroom and in jobs. This is vital because face-to-face human engagement cannot be replicated by AI and is likely to be prioritised by employers.

The full HP Futures report can be downloaded at: https://hpfutures.com/ 

David McQuarrie, Chief Commercial Officer at HP and Chair of HP Futures, said:

“AI has the power to deliver personalised, high-quality learning to billions; but realising that promise requires responsible and effective adoption. As technology advances faster than policies and institutions can keep pace, education must evolve now to prepare students for an AI-driven future.”

Mayank Dhingra, Director and Global Head - Education Business and Strategy at HP and HP Futures Project Lead, said:

“Today, we stand at the cusp of the AI revolution in education. We call on policymakers in Malaysia and around the world to lead with intent and put educators and students at the centre of all AI implementation programmes. Our HP Futures Councils have outlined a roadmap for how AI can be deployed effectively to enhance education systems and learning outcomes across diverse contexts.  Making this progress will not be easy, but it is possible, and necessary to build the AI-enabled, student-centred schools and universities that the learners of tomorrow deserve to attend.”

Vikas Pota, Founder and CEO of T4 Education, said:

“If we’re to build a world in which every child receives not only a quality education, but is fully equipped to enter the workplace of tomorrow, then AI is the key. And yet the pace of change is happening faster than policy can keep up, and education ministers in Malaysia and around the world must ensure that technology is effectively harnessed in the service of education and not to its detriment. This report provides them with the evidence and tools to do so.” 

Methodology:

The HP Futures initiative brought together three Councils over the course of a six-month period in 2025, comprising teachers and lecturers, policy leaders, academics, NGO leads and educational technology (EdTech) entrepreneurs. The Council Members represented an equitable spread of geographies, backgrounds and genders. Over the course of many in-depth roundtable sessions and one-on-one deliberations, each Council held wide-ranging discussions with the aim of generating a report containing insights and actionable recommendations for policymakers, sector leaders and educators looking to implement AI in diverse education settings. 

This qualitative data was supplemented by the responses of 2,860 students from 21 countries to a survey on how they use AI and their attitudes towards it. 

The three HP Futures Councils included:

1. The HP Futures Council on AI & Students, co-led by former Director of Futures at the Institute of Education at University College London, Carla Aerts; and Miguel Angel Turrado, General Manager, AI Center of Excellence at HP.

2. The HP Futures Council on AI & Educators, co-led by Tannya Jajal, Founder & CEO of EdTech AIDEN; and Rajiv Suri VP, Global Head of Enterprise AI and Machine Learning at HP. 

3. The HP Futures Council on AI & Leadership, co-led by Rohit Talwar, CEO of Fast Future; and Anarkalee Perera, Director of AI & Digital Policy at HP.