内容来源：https://blog.google/products-and-platforms/products/education/ai-policy-guidance-labs/

内容总结：

从政策到实践：全球六国共探人工智能教育未来

为应对人工智能在教育领域落地缺乏明确政策指引的挑战，谷歌教育近期在巴西、印度、马来西亚、墨西哥、西班牙和瑞典六国举办了系列“AI政策与指南实验室”活动。活动邀请资深教育政策专家与中小学及高校管理者共同参与，将宏观愿景转化为可操作的实施方案。与会者在结束后均获得针对本国需求的正式立场声明及12个月执行路线图。

活动全程保持技术中立，确保所制定的政策方案适用于任何生成式AI平台或产品。谷歌教育表示，其核心目标是协助教育工作者将AI作为应对具体教学难题的变革工具。

教育者核心诉求提炼

实验室期间，参与者揭示了以下关键洞察：

• 框架仅是起点：真正突破发生在教育管理者拥有专属时间和空间进行思想碰撞、协同解决问题之时。
• 统一术语即力量：政策制定的重大障碍在于技术术语与教学实践之间的鸿沟。建立共同话语体系，有助于行政人员、IT主管与教师跳出“供应商话术”，真正围绕同一问题寻求对策。
• 同行学习不可或缺：从斯德哥尔摩到吉隆坡，教育工作者普遍渴望获取真实案例。他们关注全球同行如何在保持教育“人性化”的同时推动变革。为此，谷歌教育已启动面向中小学的“全球谷歌教育者小组”及面向高校的“谷歌教师小组”。
• AI应定位为合作伙伴：AI成功的关键在于将其定位为深化教师实践的“协作者”，而非替代者。谷歌AI教育系列课程正是为此设计。
• 教师须主导AI应用：教师不能仅充当学生使用AI的“监控者”，而应主导课堂AI的运用时机与方式。他们需指导学生理解AI的边界，学会安全、批判性地使用AI进行创造性构建，而非简单替代自身劳动。

未来规划：打造可复制的全球模型

谷歌教育表示，将基于此次试点经验，构建一套可规模化推广的“开箱即用”模式，以支持全球K-12及高等教育系统。通过从教育部到课堂的全链路教育伙伴角色，确保向AI赋能教育的转型过程安全、公平，并始终由最了解学生的教育工作者主导。

中文翻译：

从政策到实践：推动人工智能在教育领域的未来发展
人工智能有望成为提升全民学习成效的强大驱动力，然而许多教育领导者仍缺乏负责任的实施所需的明确政策指导。为弥合这一鸿沟，我们近期在巴西、印度、马来西亚、墨西哥、西班牙和瑞典六个国家举办了一系列"人工智能政策与指导实验室"。
我们汇聚了资深教育政策专家，与中小学及高等教育机构的领导者共同协作，将宏观愿景转化为清晰可执行的行动方案。每场研讨会结束时，参与者都带着量身定制的正式立场声明及12个月实施路线图离开。我们与外部专家合作构建了不依赖特定产品的体验，确保这些政策计划适用于任何生成式人工智能平台或产品的使用。
在"人工智能政策与指导实验室"中，我们的核心是与教育工作者并肩协作，将人工智能作为应对其特定挑战的变革性工具。以下是这些研讨会带给我们的洞见。

教育工作者反馈的核心观点
通过系列实验室活动，参与者为我们提供了关键洞察，将塑造我们未来支持教育界的方式：

• 框架仅是起点： 指导方针固然重要，但真正的突破发生在教育领导者拥有专属时间和空间，能相互启发思路、共同解决问题之时。
• 共享语言的力量： 政策制定中最显著的障碍之一，是技术术语与教学实践之间的鸿沟。通过建立通用语汇，团队得以摆脱"供应商话术"，转向战略性自主决策，确保管理者、IT主管和教师最终能聚焦于解决相同的问题。
• 同行学习的必要性： 无论是在斯德哥尔摩还是吉隆坡，团队都渴望获得真实案例研究。教育工作者希望了解全球同行如何在保持教育体系"人性化"特质的同时应对这些变革。为此，谷歌教育近期推出了面向中小学教育工作者的全球谷歌教育者小组，以及面向高等教育教职人员的谷歌教师小组。
• 实践者需将人工智能视为伙伴： 我们清晰地听到：若人工智能要成功落地，必须将其定位为深化教育工作者实践的合作伙伴。诸如谷歌人工智能教育者系列等资源，旨在支持这种专业能力而非试图取代人的判断。
• 教育工作者必须主导： 教师不应仅仅是学生使用人工智能的监督者——他们需要成为主导者。教师根据学校与国家的政策以及学生需求，决定何时、如何在课堂中运用人工智能。教师引导学生认知人工智能的能力边界，并学习如何安全有效地使用它。例如，明确何时不应使用人工智能，以及如何批判性地参与和借助人工智能构建知识，而非让其代劳完成学习任务。

面向未来的行动蓝图
我们的目标是基于本次试点经验，打造一种可规模化、开箱即用的模式，以支持全球任何地区的中小学及高等教育体系。通过从部委层到课堂层面都扮演教学伙伴的角色，我们能够确保向人工智能赋能未来的过渡既安全又公平——而最重要的是，由最了解学生的教育工作者来主导这一进程。

英文来源：

From policy to practice: supporting the future of AI in education
AI can be a powerful force for improving learning outcomes for everyone, yet many education leaders lack the clear policy guidelines needed for responsible implementation. To help bridge this gap, we recently hosted a series of AI Policy & Guidance Labs in six countries: Brazil, India, Malaysia, Mexico, Spain and Sweden.
We convened seasoned education policy experts with primary, secondary and higher education leaders to move from high-level vision to clear, actionable plans. By the end of these sessions, participants left with formal Position Statements and 12-month implementation roadmaps tailored to their unique needs. We worked with external experts to build an experience that was product-agnostic, so the policy plans could apply to the use of any generative AI platform or product.
Our focus within the AI Policy & Guidance Labs is to work alongside educators to use AI as a transformative tool for the specific challenges they face. Here’s what we learned from these sessions.
What educators shared with us
Over the course of these labs, participants gave us key insights that will shape how we support the education community moving forward:

• Frameworks are just the beginning: Guidelines matter, but the real breakthrough happens when education leaders have dedicated time and space to cross-pollinate ideas and solve problems together.
• There is power in shared language: One of the most significant hurdles in policy is the gap between technical terminology and pedagogical practice. By establishing a common vocabulary, teams were able to move past "vendor-speak" toward strategic ownership, ensuring that administrators, IT leaders and teachers were finally solving the same problems.
• Peer learning is necessary: Whether in Stockholm or Kuala Lumpur, teams were hungry for real-world case studies. Educators want to know how their colleagues around the world are navigating these changes without losing the "human" element of their systems. To support this, Google for Education has recently launched our Global Google Educator Group for primary and secondary educators and Google Faculty Groups for higher education faculty.
• Practitioners need to use AI as a partner: We heard clearly that for AI to succeed, it must be positioned as a partner to deepen an educator’s practice. Resources like our Google AI Educator Series are designed to support this expertise rather than attempting to replace human judgment.
• Educators must be in the lead: Teachers are not mere monitors of student AI usage: they need to be in the lead. Teachers decide when and how to use AI in the classroom, according to their school and national policies, and student needs. Teachers guide students in learning what AI is and is not, as well as how to use it safely and effectively. For example, when AI should not be used, and how to critically engage and build with AI, rather than using it to do the work for them.
  How we’ll build for the future
  Our goal is to take what we’ve learned from this pilot to create a scalable, "out-of-the-box" model that can support K-12 and higher education systems anywhere in the world. By acting as a pedagogical partner from the ministry level to the classroom, we can ensure that the transition to an AI-enabled future is safe, equitable, and — most importantly — driven by the educators who know their students best.