Abdel Basir Eid
Educational Writer
The acronym for the English term “Artificial Intelligence,” “AI,” has become a buzzword in the educational world, gaining traction among teachers, students, and leaders in the field of education. It refers to the ability to anticipate the future. Applying this concept has started to foster creativity and innovation across a range of industries, such as media, Technology, health, and transportation. But education is unquestionably the primary route to achieving any expertise. Institutes, schools, and universities produce doctors, engineers, managers, and educators. As a result, the current introduction of artificial intelligence into the field of education is viewed as a significant problem that will affect both the present and the future.
Since the usage of artificial intelligence has become commonplace, educators must stay up-to-date and adeptly negotiate this new stage. It is illogical for teachers to focus on the past while students live in the technological age and look forward to the future.
Using technology and artificial intelligence does not lessen the teacher’s importance or effectiveness in the educational process. The presence of balance allows for the best results when using artificial intelligence as a supportive tool rather than a complete substitute. Thus, the teachers must have adequate training to gain the best outcomes from employing artificial intelligence as a tool that allows them to assess data and findings and apply them to the educational process. The necessity of being cautious while exchanging sensitive data, which poses a significant threat to privacy, must also be emphasized by implementing strict and strong protocols.
The function of technology as a tool is critical in the teacher’s profession, but artificial intelligence plays a distinct role. It completes human activity, which requires all of us to think, control, organize, and improve information; it can shape thinking, contribute to decision-making, and draw it.
Artificial intelligence can help teachers write lesson plans, set objectives and relevant teaching material, organize exercises and activities, and create assessments such as formative and final tests. Artificial intelligence can help raise the level of teaching to include higher-order thinking abilities, provide the best experiences, and provide the most innovative approaches and modern strategies for getting the best results. All of this, without a doubt, does not replace the teacher’s role; the successful teacher is the one who can analyze this process, control it, and change its direction in a way that is compatible with his aims and his pupils’ levels.
In truth, artificial intelligence should not be considered as a competitor to the teacher, but rather as a complementary tool that must be used properly and thoughtfully. Here comes the teacher’s role: collaborate with artificial intelligence to improve the educational product, which promotes creativity, critical thinking, and continual learning.
Parallel to the teacher, artificial intelligence has a significant impact on the learner by improving the efficiency of educational outcomes and transporting the student across time to the future.
Despite the significance of artificial intelligence in fostering a new culture of creativity, growth, and development, some students’ poor habits turn artificial intelligence into a tool that destroys more than it constructs. Teachers and educational leaders must take action to prevent any activity that might negatively affect the educational process and its outcomes. As everyone knows, the phrase goes, “One cannot give what one does not possess.” To stay up with the technological transformation, teachers must expand their abilities and experiences.
During development discussions, many educational institutions and ministries of education around the world are seriously considering developing curricula supported by artificial intelligence, as well as providing personalized education for each student to suit different academic levels and take into account individual differences, to achieve educational equality. The search for the future of education continues in light of the current transformation, bringing many issues to our minds: Are we prepared for change? Where does education go? What are the benefits that we should invest in? What are the potential drawbacks? Have we taken the required steps to face them?
All of these equitable questions lead us to the important awareness that we seek: A beacon of progress on the educational journey, shining amidst rapid advancements, which we can encapsulate with the statement “We must drive this development, not allow it to drive us.”
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