本文分析國際組織對人工智慧（Artificial Intelligence, AI）融入終身學習之政策建議，綜整經濟合作暨發展組織（Organisation for Economic Co-operation and Development [OECD], 2025a, 2025b）、聯合國教科文組織（United Nations Educational, Scientific and Cultural Organization [UNESCO], 2025）、國際勞工組織（International Labour Organization [ILO], 2021）及世界銀行（World Bank, 2024）等主要報告，探討AI於教育轉型中的全球趨勢與政策方向。首先，AI兼具「學習工具」與「學習夥伴」角色，可促進個人化、可近性與調適性學習。其次，OECD《成人學習趨勢》（Trends in Adult Learning）報告指出學習不平等與治理改革需求，《個人學習帳戶》（Individual Learning Accounting）強調AI輔助之學習權益制度；UNESCO《AI與教育：保障學習者權利》（AI and Education: Protecting the Rights of Learners）主張人本與倫理導向，重視隱私與認知健康；ILO《全球核心技能架構》（Global Framework on Core Skills for Life and Work in the 21st Century）提出涵蓋社會、認知、綠色與數位四面向之19項核心技能；世界銀行《100名學生談AI與教育》（100 Student Voices on AI and Education）呈現青年對AI學習與職涯的機會與挑戰。綜合分析後，本文最後提出10項政策建議，包括建立AI導向終身學習治理架構、發展個人化系統、結合AI與個人學習帳戶、確保倫理應用、強化AI素養、融合綠色技能、促進職場學習、推動資料導向決策、縮減學習不平等，以及促進全球合作。

This article analyzes international organizations’ policy recommendations for the integration of artificial intelligence (AI) into lifelong learning. Drawing on key reports by Organisation for Economic Co-operation and Developmentt (OECD, 2025a, 2025b), he United Nations Educational, Scientific and Cultural Organization (UNESCO, 2025), International Labour Organization (ILO, 2021), and the World Bank (2024), it identifies major global trends and strategic directions for AI-enabled education. The introduction contextualizes the digital transformation and emphasizes AI’s role as both a learning tool and partner in fostering personalized, accessible, and adaptive lifelong learning ecosystems. The OECD’s Trends in Adult Learning highlights structural inequalities and the need for systemic reforms, while Advancing Adult Skills through Individual Learning Accounts proposes AI-assisted ILAs to promote inclusion and efficiency. UNESCO’s AI and Education: Protecting the Rights of Learners stresses a rights-based, ethical, and human-centered approach, underscoring privacy, cognitive integrity, and digital skills development. The ILO’s Global Framework on Core Skills defines 19 foundational skills–spanning cognitive, social, digital, and green domains– necessary for the future of work. The World Bank’s 100 Student Voices on AI and Education captures youth perspectives on AI’s transformative impact on learning and employability. Synthesizing these findings, ten policy recommendations are proposed: establishing AIgoverned lifelong learning frameworks, developing personalized systems, integrating AI into ILAs, ensuring ethical governance, enhancing AI literacy, linking AI with green skills, supporting workplace learning, promoting data-informed policymaking, reducing learning inequality, and fostering global collaboration. Together, these recommendations envision a learner-centered, inclusive, and sustainable lifelong learning ecosystem empowered by AI.