Exploring AI in Education: Opportunities & Risks

Published Date: 23/07/2024

As AI technologies continue to evolve, we must consider the implications on education and ensure that they promote diverse knowledge systems and equip learners with the skills they need to thrive in a digital age.

The integration of artificial intelligence (AI) in education presents both opportunities and risks. At UNESCO, we are working to develop AI technologies that protect and expand diverse knowledge systems and equip learners with the skills and competencies they need to thrive in a digital age. To achieve this, we must address several key questions that touch upon all dimensions of education.

Firstly, what content and curriculum are appropriate for the digital age? With AI capable of processing and producing content, we must consider whether certain worldviews are being favored. Moreover, we must reflect on how we develop and validate curriculum. Traditionally, textbooks and educational resources were validated on four main criteria  accuracy of content, age appropriateness, pedagogical relevance, and cultural and social appropriateness. However, AI tools often require no validation at all, which raises concerns about asymmetry.

Another pressing issue concerns assessment systems. With AI applications capable of passing exams, we must rethink how we assess learning outcomes. Should we transform assessments to focus on presenting and supporting ideas and arguments with evidence? Furthermore, the use of AI in assignments raises ethical questions about the future of assessment.

Finally, we must consider the role of teachers in the school of the future. With AI tutors capable of changing the work of teachers, we must base our projections on objective data. According to the Global Report on Teachers, there is a global shortage of 44 million teachers to meet Sustainable Development Goal 4 of the 2030 Agenda. We know that there is a clear positive correlation between the qualifications of teachers and the quality of students' learning outcomes, which calls for investment in transforming and improving the teaching profession.

While some argue that generative AI can fill the gap in disadvantaged settings, we know that well-run, well-equipped schools with well-trained, adequately paid teachers motivated in their mission are key to finding the right balance between humans and machines, and emotional intelligence and technology.UNESCO is a specialized agency of the United Nations that promotes education for all, cultural development, and cooperation.

FAQS:

Q: Will AI replace human translators in the future?

A: While AI can process language quickly and accurately, it cannot replace the cultural richness and nuances that human translators bring to the table.

Q: How will we assess learning outcomes in the age of AI?

A: We must transform assessments to focus on presenting and supporting ideas and arguments with evidence, rather than relying on traditional exams that can be easily hacked with AI applications.

Q: Will we still need teachers in the school of the future?

A: Yes, well-trained, adequately paid teachers motivated in their mission are key to finding the right balance between humans and machines, and emotional intelligence and technology.

Q: Can AI fill the gap in disadvantaged settings where teachers are in short supply?

A: While AI can be useful in certain contexts, it is not a replacement for well-run, well-equipped schools with well-trained teachers.

Q: How can we ensure that AI promotes diverse knowledge systems in education?

A: We must develop and validate AI technologies that are transparent, accountable, and inclusive, and that promote diverse knowledge systems and equip learners with the skills they need to thrive in a digital age.

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