Iryna Melnyk
https://orcid.org/0000-0002-5349-0897
IMPLEMENTATION OF ARTIFICIAL INTELLIGENCE PROGRAMS IN GENERAL SECONDARY EDUCATION: OPPORTUNITIES AND CHALLENGES
Full text (pdf)
Language: Ukrainian
Abstract. The involvement of artificial intelligence (AI) systems in the field of education/pedagogy is an irreversible process. The segment of general secondary education is promising for the introduction of AI services. Schools must provide students with basic skills and foster AI competence to prepare them for a high-tech future. UNESCO has developed a global regulatory framework for artificial intelligence. Some countries are already demonstrating successful initiatives to integrate new technology in schools. At the same time, the implementation of AI tools in the educational environment is a legitimate concern, because it is associated with high risks. In Ukraine, the study of various aspects of integrating AI technologies into secondary education is at an early stage. The purpose of the article is to study the advantages of implementing artificial intelligence tools in the segment of general secondary education, as well as some risks that teachers should be prepared for. The study is based on an in-depth analysis of numerous domestic and, particularly, foreign publications on the topic, and draws on the existing experience of testing various AI tools by educators and the author. Special attention is paid to the potential use of AI by students to improve learning outcomes through increased motivation, self-education and mentoring, personalized and interactive learning etc. Some challenges associated with the introduction of new technology, which is gaining momentum among students, are discussed, as well as suggestions on how to avoid the negative consequences of its incorrect use. In conclusion, it is noted that AI technology can help students develop creativity, innovation, creative abilities, providing a variety of tools and resources, as well as new opportunities for project and educational research activities. With the spread of new technology in general secondary education institutions, there is a need to change approaches to learning, including revising strategies for monitoring and correcting students’ knowledge, skills, and abilities. It is timely to develop a methodology for teaching with AI in the context of various educational components of the school curriculum.
Keywords: artificial intelligence (AI), generative artificial intelligence, general secondary education, AI competence, ChatGPT.
Keywords: artificial intelligence (AI), generative artificial intelligence, general secondary education, AI competence, ChatGPT.
https://doi.org/10.32987/2617-8532-2024-2-31-44
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8. Saukkone, J., Huhtala, M., Rantonen, M., & Vaara, E. (2021). AI for learning – Views on impacts to teachership in the era of artificial intelligence. Proceedings of the 3rd European Conference on the Impact of Artificial Intelligence and Robotics ECIAIR 2021. Retrieved from https://www.theseus.fi/bitstream/handle/10024/703954/Article.pdf?sequence=1&is
Allowed=y.
9. Chang, C. H., & Kidman, G. (2023). The rise of generative artificial intelligence (AI) language models – challenges and opportunities for geographical and environmental education. International Research in Geographical and Environmental Education, 32(2), 85-89. DOI: https://doi.org/10.1080/10382046.2023.2194036.
10. Brainly. (n. d.). Retrieved from https://brainly.com/.
11. Al Darayseh, A. (2023). Acceptance of artificial intelligence in teaching science: Science teachers’ perspective. Computers and Education: Artificial Intelligence, 4, 100132. DOI: https://doi.org/10.1016/j.caeai.2023.100132.
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13. SciSpace. (n. d.). Retrieved from https://typeset.io/.
14. Labster. (n. d.). Retrieved from https://www.labster.com/.
15. Tiernan, P., Costello, E., Donlon, E., Parysz, M., & Scriney, M. (2023). Information and media literacy in the age of AI: options for the future. Education Sciences, 13(9), 906. DOI: https://doi.org/10.3390/educsci13090906.
16. Rakuasa, H. (2023). Integration of artificial intelligence in geography learning. Sinergi International Journal, 1(2), 75-83. DOI: https://doi.org/10.61194/education.v1i2.71.
17. Almelweth, H. (2022). The effectiveness of a proposed strategy for teaching geography through artificial intelligence applications in developing secondary school students’ higher-order thinking skills and achievement. Pegem Journal of Education and Instruction, 12(3), 169-176. DOI: https://doi.org/10.47750/pegegog.12.03.18.
18. El Shazly, R. (2021). Effects of artificial intelligence on English speaking anxiety and speaking performance: a case study. Expert Systems, 38(3), e12667. DOI: https://doi.org/10.1111/exsy.12667.
19. Ayanwale, M. A., Sanusi, I. T., Adelana, O. P., Aruleba, K. D., & Oyelere, S. S. (2022). Teachers’ readiness and intention to teach artificial intelligence in schools. Computers & Education: Artificial Intelligence, 3, 100099. DOI: https://doi.org/10.1016/j.caeai.2022.
100099.
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21. Huang, J., Saleh, S., & Liu, Y. (2021). A review on artificial intelligence in education. Academic Journal of Interdisciplinary Studies, 10(3), 206-217. DOI: https://doi.org/10.36941/ajis-2021-0077.