Comparative regionalism cases of artificial intelligence governance in education: the Caribbean Community and the European Union

Abstract

ABSTRACT This article is a comparative examination of how the European Union’s (EU) emerging Artificial Intelligence (AI) regulatory framework can provide guidance for the development of AI governance despite being perceived as an imposition on other regions such as the Caribbean Community (CARICOM). The Caribbean stands at an intersection of technological evolution, confronting the essential challenges of navigating AI’s expansion with an ethos of inclusivity, equity, and prudent oversight. The article focuses on the EU-CARICOM relationship by analysing both the policy rhetoric (espoused by the EU) and the policy responses (in the CARICOM). It aims to uncover the convergences, divergences and tensions arising in this dyad stemming from the relationship between a primary global player asserting its role in AI development in education and its external partners still dependent on its assistance.