This chapter delves deeply into how France promotes the development of Generative AI in the field of education, revealing the evolution path of relevant policies, the achievements made, the challenges faced, and the response strategies. Through phased analysis, the policy development of France can roughly be divided into three main stages: early exploration (before 2018), policy promotion (2018–2021), and deepening expansion (from 2021 to the present). In the initial stage, although no specific AI policy for education has been introduced yet, France has already invested many resources in the basic research of artificial intelligence, laying a foundation for subsequent development. After 2018, policies such as the “French Artificial Intelligence Strategy” and the “National Artificial Intelligence Strategy” were successively introduced, accelerating the research and application of related technologies in the field of education. After 2021, the policy focusses gradually shifted to the specific educational applications of generative artificial intelligence and began to strengthen supervision to ensure the controllability and fairness of the technology. At the practical level, French higher education institutions are actively exploring the application of generative artificial intelligence in education. The University of Grenoble Alpes has achieved remarkable results in the application of AI in smart cities and advanced manufacturing, providing technical support for education. The Ecole Normale Superieure in Paris focuses on the research of artificial intelligence ethics and actively participates in the formulation of international rules to ensure the fair and safe use of AI in the field of education. However, despite the simultaneous advancement of policies and practices, France still faces a series of challenges in the implementation process. Firstly, the technical adaptability is insufficient. The existing intelligent tutoring systems still show limitations when dealing with complex subject content, and the differences in educational environments among different regions further increase the difficulty of technology promotion. Secondly, ethical and security risks are prominent. Issues such as data privacy leakage and algorithmic bias may affect students’ rights and interests and threaten educational equity. Furthermore, teachers have limited capabilities in mastering and applying AI tools in practice, and the current training system has not yet fully kept pace with technological development. Finally, the uneven distribution of resources and relatively limited capital investment make it difficult for some regions and schools to enjoy the advantages brought by AI-enabled education. To address these issues, France needs to further enhance technological research and development, promote cooperation among industry, academia, and research, and develop more suitable educational AI tools. Improve ethical supervision to ensure data security and algorithmic fairness; Strengthen teacher training, provide more abundant and innovative learning content, and establish a teacher exchange platform; Optimize resource allocation, increase financial support, attract more social capital, and at the same time enhance the resource management capabilities of schools. Through these measures, France is expected to promote the long-term and healthy development of generative artificial intelligence in the field of education, and at the same time provide valuable references for global education reform.

Politics of Generative Artificial Intelligence in Empowering Education in France

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发表日期：

2025年

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Jian Li

摘要

This chapter delves deeply into how France promotes the development of Generative AI in the field of education, revealing the evolution path of relevant policies, the achievements made, the challenges faced, and the response strategies. Through phased analysis, the policy development of France can roughly be divided into three main stages: early exploration (before 2018), policy promotion (2018–2021), and deepening expansion (from 2021 to the present). In the initial stage, although no specific AI policy for education has been introduced yet, France has already invested many resources in the basic research of artificial intelligence, laying a foundation for subsequent development. After 2018, policies such as the “French Artificial Intelligence Strategy” and the “National Artificial Intelligence Strategy” were successively introduced, accelerating the research and application of related technologies in the field of education. After 2021, the policy focusses gradually shifted to the specific educational applications of generative artificial intelligence and began to strengthen supervision to ensure the controllability and fairness of the technology. At the practical level, French higher education institutions are actively exploring the application of generative artificial intelligence in education. The University of Grenoble Alpes has achieved remarkable results in the application of AI in smart cities and advanced manufacturing, providing technical support for education. The Ecole Normale Superieure in Paris focuses on the research of artificial intelligence ethics and actively participates in the formulation of international rules to ensure the fair and safe use of AI in the field of education. However, despite the simultaneous advancement of policies and practices, France still faces a series of challenges in the implementation process. Firstly, the technical adaptability is insufficient. The existing intelligent tutoring systems still show limitations when dealing with complex subject content, and the differences in educational environments among different regions further increase the difficulty of technology promotion. Secondly, ethical and security risks are prominent. Issues such as data privacy leakage and algorithmic bias may affect students’ rights and interests and threaten educational equity. Furthermore, teachers have limited capabilities in mastering and applying AI tools in practice, and the current training system has not yet fully kept pace with technological development. Finally, the uneven distribution of resources and relatively limited capital investment make it difficult for some regions and schools to enjoy the advantages brought by AI-enabled education. To address these issues, France needs to further enhance technological research and development, promote cooperation among industry, academia, and research, and develop more suitable educational AI tools. Improve ethical supervision to ensure data security and algorithmic fairness; Strengthen teacher training, provide more abundant and innovative learning content, and establish a teacher exchange platform; Optimize resource allocation, increase financial support, attract more social capital, and at the same time enhance the resource management capabilities of schools. Through these measures, France is expected to promote the long-term and healthy development of generative artificial intelligence in the field of education, and at the same time provide valuable references for global education reform.