BRICS leaders have endorsed the sharing of best practices for human-centred use of artificial intelligence in education and advanced discussions on a BRICS University Global Ranking and Evaluation System. The commitments came as part of a declaration following the 13th BRICS Education Ministers' Meeting, reinforcing education as a driver of sustainable development and people-to-people exchanges across member nations.
"We welcome the outcomes of the 13th BRICS Education Ministers' Meeting in Bhubaneswar and reaffirm our commitment to strengthening cooperation in education as a key driver of sustainable development, inclusive growth and people-to-people exchanges," the declaration said.
AI and emerging technologies in the classroom
The leaders specifically encouraged sharing best practices around the safe, ethical, and human-centred use of emerging technologies - including artificial intelligence - in education. This focus arrives as education systems worldwide grapple with how to integrate AI tools without undermining pedagogical values or widening existing inequalities. The declaration also called for stronger institutional partnerships and cooperation in digital literacy to support these goals.
The emphasis on human-centred AI aligns with growing global scrutiny of how technology is deployed in learning environments. For educators and administrators, the signal is clear: BRICS nations intend to shape AI adoption through shared principles rather than leaving it to market forces alone. The AI for Education conversation within BRICS now has formal political backing at the highest level.
Traditional knowledge systems gain recognition
India's initiative in circulating the BRICS Guiding Principles on strengthening academic collaboration on traditional and indigenous knowledge systems received explicit appreciation in the declaration. Leaders encouraged the BRICS Network University to consider adding traditional, indigenous, and local knowledge systems as an additional International Thematic Group, following established governance procedures and consistent with national laws and policies.
This move could reshape curriculum development across member states by formally integrating knowledge systems that have long existed outside conventional academic frameworks. The BRICS Network University, a consortium of higher education institutions across the bloc, serves as the primary vehicle for such collaborative academic programmes.
University rankings and qualification recognition
Beyond AI and traditional knowledge, the leaders backed continued exploration of a BRICS University Global Ranking and Evaluation System. Such a system would offer an alternative to existing global rankings, which critics argue often privilege Western institutional models and research output metrics. The declaration also supported mutual recognition of qualifications and academic and professional mobility among member countries.
The leaders reaffirmed commitments to strengthening skill development systems and workforce preparedness. They promoted aligning training programmes with market demands through closer links between Technical and Vocational Education and Training institutions and industries. The BRICS TVET Cooperation Alliance received recognition for building a multilateral platform for project cooperation and information exchange.
Why this matters for education professionals
For teachers, administrators, and education policymakers, the BRICS declaration translates into concrete areas of upcoming activity. Mutual recognition of qualifications could ease cross-border employment and academic mobility. The push for human-centred AI frameworks means professional development programmes will need to address not just how to use AI tools, but how to evaluate them against ethical and pedagogical standards. Teachers looking to build these skills can explore an AI Learning Path for Teachers designed for practical classroom implementation.
The emphasis on foundational literacy, numeracy, and early childhood care signals funding and policy attention toward primary education systems. Meanwhile, the BRICS University ranking exploration and the traditional knowledge initiative suggest that curriculum designers and higher education leaders should prepare for new evaluation frameworks and potential programme requirements in the years ahead.
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