The first Ministerial Symposium Challenge Roundtable explored how education systems can widen the funnel of digital transformation, ensuring that technology and AI expand opportunity for all learners rather than deepen existing inequalities.

Opening contributions set the tone for the discussion, with participants challenging the assumption that technology is inherently inclusive. Instead, there was broad agreement that technology and AI are not neutral. Without intentional design and policy choices, they can reinforce existing disparities just as easily as they can help address them.

Reflecting on previous waves of education technology adoption, participants noted that many initiatives were built on unrealistic assumptions around connectivity, device access, teacher capacity and stable learning environments. Whilst these challenges remain important, the discussion quickly revealed that many of the barriers to inclusion are no longer purely technical.

Across the roundtable, participants repeatedly returned to issues of trust, communication and belonging. Low trust between families, schools and education systems, limited opportunities for meaningful two-way dialogue, and concerns around stigma were identified as significant barriers preventing learners from engaging with available support.

Teachers and parents emerged as central actors in inclusive digital transformation. Yet participants recognised that both groups are often constrained by limited time, insufficient support and accountability systems that do not always reward inclusive practices. The discussion highlighted a shared belief that successful inclusion depends as much on human relationships and incentives as it does on technology itself.

Examples from different national contexts brought these challenges into sharper focus. Participants discussed approaches that prioritise digital and AI investment in lower-performing and linguistically diverse schools to help reduce attainment gaps. Others reflected on how technology can support continuity and personalised learning in disrupted environments where traditional approaches are no longer possible.

As the conversation shifted towards solutions, participants called for greater transparency and ethical considerations in procurement, stating that schools need clearer information and frameworks to make decisions that align with educational values and policy goals.

The group also identified a lack of shared understanding around personalised learning. There was strong support for developing clearer definitions, guidance and measures of success, alongside practical considerations such as sustainability, affordability and equitable access to devices.

Discussions around supporting learners with additional needs reinforced the importance of empathy, peer support and coordinated action across schools, governments and communities. Participants explored how technology could help strengthen these support systems, including the potential for trusted AI-enabled tools that help parents identify concerns early and access appropriate guidance and services.

Whilst the conversation covered a wide range of challenges and opportunities, a common thread emerged throughout: technology contributes to inclusion only when it is embedded within trusted relationships, clear responsibilities and aligned incentives. Without these foundations, there is a risk that innovation benefits those already best served by the system.

Key takeaway: The challenge facing education systems is no longer simply how to provide access to technology. It is how to build the trust, support structures and policy frameworks that allow technology to deliver equitable outcomes for every learner.