Embracing the AI Revolution in education with caution

The rapid growth of artificial intelligence (AI) is transforming industries globally, and education is no exception. Whether you are a supporter of AI or a sceptic who views it with apprehension, there is no denying that technology is here to stay, and we have to adapt.

Schools and universities are grappling with the impact of AI tools such as ChatGPT, Bard, Claude AI, Perplexity, and Smodin.io. These offer students unprecedented capabilities, including generating research, completing assignments, and understanding complex subjects. Previously, students had to head to the library, find the relevant books and other sources and compile the information to complete the assignment. This helped them to develop critical thinking and research skills, and communicate their perspective on a topic. Today, AI can easily generate the answers.

Education authorities delved into these issues last Friday during an informative webinar entitled Artificial Intelligence and Self-Directed Learning, hosted by the Erdiston Teachers’ Training College and the Commonwealth of Learning.

Dr Colin Cumberbatch, principal of the Erdiston Teachers Training College, offered a practical and forward-thinking approach as he called for a cautious embrace of AI in education. He proposed that emphasis be placed on developing policies and guidelines, coupled with a focus on leveraging AI’s potential benefits for students.

He said: “The new wave of AI technologies is a lot more sophisticated and a lot more accurate than pulling down information [from books]. Countries around the world are investing billions in AI technology and therefore we know it’s rapidly becoming an integral part of everybody’s day-to-day functioning. In teaching education, we too have taken note of what is happening in artificial intelligence obviously, because it can cut like a double-edged sword, and we need to be very careful.

“We need to have policies and regulations in place for the use of AI in the educational setting.”

While Dr Cumberbatch acknowledged the ethical considerations surrounding AI, he stressed the importance of guidance rather than restriction: “I want to speak from the position of a struggling maths student; this thing was done in class, I just could not understand it, I go home and use the AI [and] it puts out this whole thing that I can follow. Yes, I understand all of the ethics and everything that would accompany [AI usage] but we need to look at how this can be beneficial to supporting the child’s understanding of and learning the concepts.

“I personally would not have a problem with children using it, but we have to explain to children how they should use it in all that we do.”

Dr Cumberbatch’s acknowledgement of AI as a “double-edged sword” highlights that the technology offers unprecedented opportunities to personalise learning, especially for students who don’t grasp a concept easily. Further, students who can’t afford after-school lessons or special tutors have the opportunity to learn necessary subjects with the guidance of a parent or a friend.

He also pointed out that AI could help teachers to adjust their approach and method, which could benefit more students.

However, the “double-edged sword” analogy also underscores the potential risks. Primarily, how do we prevent students from relying too heavily on AI?

It is imperative, therefore, to implement clear guidelines to ensure the technology is used responsibly and ethically. These should outline the roles and responsibilities of teachers, students, and administrators in an AI-enhanced learning environment.

Another participant in the webinar, Senior Education Officer Dr Denise Charles emphasised the importance of digital literacy  She rightly pointed out that digital literacy is not just about knowing how to use technology; it’s about understanding the ethical implications of technology, evaluating information critically, and engaging with digital content in a thoughtful and informed way.

Clearly, the integration of AI in education is not a question of if, but when and how.

The Caribbean Examinations Council signalled last year that it has embraced AI and is now creating what Registrar Dr Wayne Wesley said would be an environment promoting “academic integrity” and safeguarding against “intellectual laziness”.

The future of education is inevitably linked to the future of AI. Resisting AI technology in education would therefore be foolhardy. Rather, we should utilise AI with caution, acknowledging its potential benefits while addressing the ethical challenges it presents. As advocated by the educators during the discussion, focusing on policy development, digital literacy, and a student-centred approach, can set out a roadmap for navigating this challenge. Educators must ensure that the integration is in the best interests of students.