The AI race, the 21st century’s defining competition, shifts to classrooms. While Beijing and Washington spar over semiconductors and spy balloons, their quietest—and most consequential—contest is unfolding in schools. And it’s one we should welcome. Preparing new generations for a cognitive revolution that will define human relations with machines has far-reaching relevance for human development compared to the current geopolitical tensions. AI education has risen in relevance with President Trump’s executive order to advance AI education for American youth. Similarly, China has mandated AI education for all primary and secondary school students, aiming to create a generation of tech-savvy citizens. China’s and the USA’s approaches to AI education share several commonalities. Building AI knowledge and skills is among the country’s highest strategic and societal priorities. Curriculum development is holistic, covering maths, science, and ethics, aiming to enhance technical skills and promote students’ critical thinking and problem-solving abilities. Both countries encourage partnerships with the AI industry as a direct way to access technology and bridge the gap between theoretical knowledge and real-world applications of AI.
The competition to lead in AI education is promising for several reasons. First, it underscores the recognition that AI is not merely a technological tool but a transformative force that will shape the future of work, communication, and society. By prioritising AI education, the United States and China invest in the intellectual capital necessary to thrive in an increasingly automated world.
Furthermore, AI can augment pedagogy and teaching methods, providing personalised learning experiences that cater to individual student needs. From intelligent tutoring systems that adapt to a learner’s pace to AI-driven analytics that help educators identify areas for improvement, the potential for enhancing educational outcomes is immense. As both nations explore these possibilities, we may turn the current educational crisis triggered by AI into a unique pedagogical opportunity to strengthen critical thinking and creativity.
However, it is essential to acknowledge the counterargument: the fear that AI competition may lead to conflicts and isolationism. Some may worry that the race for AI supremacy could foster a culture of exclusivity, where nations hoard knowledge and resources rather than collaborate.
While these concerns are valid, I believe that the very nature of education is more prone to collaboration and healthy rivalry than, for example, security or economic competition. As countries strive to outdo one another, they may recognise the value of sharing best practices, research, and resources in AI education.
This spirit prevails in educational and development circles, with, for example, Google engineers forcing the company not to renew the Pentagon contract in 2018 by revolting against using their technologies for military purposes or DeepSeek developers favouring open-source contribution to the global public good of their platform. When students in Shanghai debug code alongside peers in Silicon Valley via open-source platforms, they’re not just building algorithms—they’re building trust. Away from the spotlight, they become diplomats of a new type of AI diplomacy.
In conclusion, while the current geopolitical landscape is not promising, the USA-China AI education rivalry provides a glimpse of hope that it is not just about who ‘wins’ AI race but, even more importantly, how we prepare humanity for the forthcoming AI transformation and coexistence with advanced technologies.
