Leo XIV will go to UNESCO in Paris on September 25 to speak about AI, education, information integrity, and artistic creation in the digital age. For readers following Daniel Susskind, the date matters because it puts schools, families, and young people at the center of a live policy debate rather than a distant theory.
UNESCO in Paris
The visit includes a meeting with Khaled El-Enany, panel discussions, and an address by Leo XIV. That sequence turns the trip into more than a ceremonial stop: it is a set piece for explaining how AI and rapid technological change are reshaping schooling, family life, and the rules around digital participation.
Last June, Leo XIV already met with Khaled El-Enany, so the September 25 program extends a conversation that is already underway. The focus stays fixed on how education and AI are being linked to daily decisions in classrooms and homes, not just to abstract policy language.
School, AI and families
Leo XIV says the school is parents' greatest ally in the education of their children. That line puts a clear responsibility on schools: they are expected to stay influential even as technology moves faster than many institutions can adapt.
The strain shows up in the same passage. The youngest and those with the least education and training are described as the most vulnerable in the technocratic paradigm from Pope Francis in Laudato Si, which creates a blunt contrast between what schools can do and who technology can leave exposed.
For families and educators, the practical question is not whether AI will enter school life. It already has. The real issue is whether schooling will keep enough human relationships in place to guide children through digital tools, artistic creation, and the pressure to accept technology as the default answer to every problem.
France and Spain
France and Spain have already made pioneering legislative proposals to limit social media use among minors under the age of sixteen. That gives Leo XIV's Paris visit a sharper edge, because the debate is no longer only about classroom policy; it is also about how far public rules should go in setting boundaries for young users.
The immediate takeaway for readers is simple. September 25 is the moment to watch for a clearer line on how UNESCO wants schools, parents, and public authorities to respond to AI, and whether the response means more guidance, more limits, or both. Daniel Susskind readers looking for the school-policy angle will find it where education meets digital-age protection.
