Artificial Intelligence in Education: Challenges and Opportunities for Sustainable Development
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Teaching (Today for) Tomorrow: Bridging the Gap between the Classroom and Reality 3rd International Scientific and Art Conference |
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Abstract |
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AI embodies a range of innovations characterized by human-like cognitive abilities, learning processes, adaptability, and decision-making capabilities. As AI integrates into educational In educational operations, AI serves as both a reformer and facilitator, reshaping job roles and work dynamics. This study underscores the need for educators and policymakers to proactively address the implications of AI, ensuring equitable access to technological advancements and harnessing AI's potential to enhance educational outcomes. By embracing AI responsibly, the education
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Introduction
Due
Artificial Intelligence is no longer a futuristic concept but a present-day reality that is reshaping numerous sectors, including education. Over the past decade, AI has rapidly evolved, moving beyond theoretical frameworks to practical applications that are transforming how people teach, learn, and engage with educational systems (Chen, 2022). As the increasinglyworld rapidfaces obsolescenceincreasing challenges related to globalization, technological advances, and sustainability, the integration of knowledge,AI in education offers both promising solutions and new dilemmas (Roll, 2016). AI is seen as a game-changer that could revolutionize education by enhancing accessibility, improving educational outcomes, and optimizing the dynamicadministrative labortasks marketwithin institutions. However, this transformation is accompanied by questions concerning equity, ethics, and the readiness of educational systems to adapt to these innovations.
The field of education is undergoing a significant transformation driven by the development of technology,AI lifelongtechnologies. educationFrom becomesautomated grading and personalized learning systems to AI-driven chatbots and virtual tutors, these tools are enhancing traditional methods and offering personalized learning experiences (Kamalov, 2023). AI is designed to mimic human cognitive functions such as learning, reasoning, and problem-solving, enabling it to tailor content to individual learners' needs and preferences. This adaptability presents an indispensableopportunity conceptfor availablemore tocustomized, everyone,efficient, and modernengaging societieslearning inenvironments that could benefit students of diverse backgrounds and capabilities (Lameras, 2022).
However, the modernpromise eraof areAI becoming "knowledge societies" (Pastuović, 2006; Vizek Vidović & Vlahović Štetić, 2007; Lukenda, 2017; Mijalić Krešić, 2021; Dubovicki & Dilica, 2022; Dubovicki & Kostanjčar, 2023). The right toin education is anot fundamentalwithout rightits ofchallenges. everyWhile individualAI-powered andtools impliesmay thesupport possibilityindividualized oflearning, inclusionthere inis educationalconcern programsover attheir any age and stage of life. Opportunities for retraining, skill development, and further education are available after formal education in adulthood and enable adultspotential to keep pace with contemporary changes and challenges. In developed countries, which have ensured the satisfaction of the basic needs of the population, the main development goals are considered to be the satisfaction of the so-called higher needs, primarily referring to all quality relationships with other people and self-actualization (Kulić & Despotović, 2005; Pastuović, 2006). For the successful implementation of lifelong education, intrinsic motivation, attractive education programs that meet labor market needs, accessibility in the terms of time, place, but also financial and other material resources play a significant role. Additional motivation for education in adulthood will be created by the contents and teaching methods for adults that take into account their cultural habits and life experience. Numerous international strategic documents, action plans and declarations emphasize the importance of lifelong education (Declaration of the UNESCO Conference: Call to Action Sofia, 2002; Lifelong Learning in Europe, 2002; Memorandum of the European Commission on Lifelong Learning, 2006; European Commission: European Cooperation in the Field of Education Policies, 2020) emphasizing that adults will be motivated to invest in their further education if they achieve self-realization through professional development, financial benefit, personal satisfaction and recognition in society.
The communication and information revolution imposes a new perspective on lifelong education of adults (Matijević, 2009). The teacher is no longer the only media from whom we can hear, learn and see something, but today we can talk about pluralism and multimedia, which have greatly affected the education of adults. Some results of earlier research show that informal learning increasingly relies on the flexible framework and space provided by mobile media (Clough et al., 2008; Davies & Ball, 2008). Such adult learning in a new (multi)media environment certainly has an impact not only on different learning styles but also on the quality of life (Matijević, 2009).
Characteristics of adult learning
The different ways we learn are called learning styles. There are several different learning styles and we cannot say that one is significantly more successful than the other. First of all, it will depend a lot on the individual, his prior knowledge, mental and material capabilities, cultural differences, motivation and (multi)media environment (Pashler et al., 2008; Mitchell et al, 2009; Matijević, 2009; Lethaby & Harries, 2016). Learning style represents the way in which an individual prepares and concentrates, processes, internalizes and retains new educational content. By recognizing our learning style, we have taken the first step towards our own success (Šprljan & Rosandić, 2008).
The human brain has always been the focus of research by numerous scientists. In this sense, studies in neuroscience that study the brain including its left and right hemispheres are particularly significant. In the 19th century, neuroscientists hoped to identify the functions of each individual area of the brain. In 1826, Spurzheim created a picture of the brain in which he showed the locations of certain personality traits. He divided the brain into thirty-five organs, each representing the specifics characteristics of individual personality traits. (Figure 1).
Figure 1.
A Phrenological View of Brain Function and Organization: A Guide to the Most Important Areas (Sawyer, 2006, 79 according to Johann Kaspar Spurzheim, 1826)
I. Organ of love, II. Organ of fertility, III. Organ of inhabitiveness, IV. Connecting organ, V. Organ of combativeness, VI. Organ of destructiveness, VII. Organ of secrecy, VIII. Organ of Greed, IX. Organ of Constructivism, X. Organ of self-esteem, XI. Organ of love approval, XII. Organ of cautiousness, XIII. Organ of benevolence, XIV. Organ of Worship, XV. Organ of firmness, XVI. Organ of conscientiousness, XVII. Organ of Hope, XVIII. Organ of magnificence, XIX. Organ of ideality, XX. Organ of Joy XXI. Organ of imitation, XXII. Organ of individuality, XXIII. Organ of configuration, XXIV. Organ size, XXV. Organ of weight and resistance, XXVI. Organ of coloring, XXVII. Organ of locality, XXVIII. Calculation organ, XXIX. Organ of order, XXX. Organ of possibilities, XXXI. Organ of time, XXXII. Organ of melody, XXXIII. Organ of language, XXXIV. Organ of comparison, XXXV. Organ of causality
We can certainly say that the brain is an organ whose every part plays an unimaginable role when it comes to learning and teaching. Earlier research abounds in analyses of the functioning of the left and right hemisphere of the brain (Rubenzer, 1981; Hoppe, 1988; Restak, 1993; Dubovicki, 2013; 2016), which are often critically questioned (Topolovčan, 2023). The development of brain research in the terms of observing learning styles as important factors in adaptingwiden the educational processdivide, and enabling its maximum development (Messick, 1976; Keefe, 1982; Holt, 1983; Maras et al., 2018), conclude on the connection between intellectual abilities and cognitive, affective and physiological learning styles (Sunko, 2008). Takingparticularly in considerationregions theor different attitudes, behaviors and the specific characteristicspopulations with whichlimited each individual approaches learning, the following learning styles have been recognized: activist, reflector, theorist and pragmatist (Figure 2).
Figure 2.
Experiential learning cycle (Vizek Vidović & Vlahović Štetić, 2007, accordingaccess to Kolb,technology. 1984)Moreover, andAI learningintegration styles (Vizek Vidović & Vlahović Štetić, 2007, according to Kolb, AY and Kolb, DA, 2005; according to Honey and Mumford, 1992)
In Figure 2, we can see the separation of four types of people with regard to their characteristics and learning method, which resulted from sociological, emotional and psychological characteristics and stimulating incentives, i.e. environmental conditions. In addition to the different needs and characteristics of each individual, the learning style is also influenced by the individual processing of information, that is, the way a person acquires different content (Vizek Vidović & Vlahović Štetić, 2007; Hatami, 2013). An activist is a person who learns through experience without being burdened with theoretical assumptions and/or prejudices, but on the basis of his own perception and experience, he masters new knowledge. Personal experience and reflection is a feature of the learning style that is characteristic of the reflector. The reflector collects information and draws conclusions based on this information and acquires new knowledge (Gazibara, 2018). The theorist applies a deductive style in a systematic approach to everything he does. First, he studies the general theory or principles, and then applies it (Vizek Vidović & Vlahović Štetić, 2007). Practical application, i.e. learning through practice, is characteristic of a pragmatist. This is the person who will first directly check whether a theory works and whether it can be usefully applied (Bubnys & Žydžiunaite, 2010). We believe that all of the above mentioned is extremely important for the learning and teaching process, because the recognition of students' varying learning styles can help the teacher in the preparation of the teaching process itself, and, accordingly, in the application of different teaching methods.
Creating a teaching process by applying different teaching methods from the field of education and teacher training respects the diversity of experience of adults who come with different prior knowledge (Bognar & Matijević, 2005). This kind of approach helps people understand their unique needs and creates a more engaging environment that encourages participants to be as much as possible involved in the learning process. Participants experience periods of interest and boredom throughout the training process, and using a variety of techniques will contribute to raising the level of motivation. In this way, the responsibility for the progress and adoption of the content outlined in the learning outcomes is evenly distributed between the participants and the teacher. Continuous media presence often allows students to return to a part of the lesson at any time (if the lesson is recorded) or to learn (especially a foreign language) even while doing some other activity (e.g. a person runs and wears headphones and learns at the same time foreign language).
Creative teaching methods and procedures in teaching adults
The need to incorporate various interactive teaching methods that take into consideration adult learning styles and personality traits has been imposed by knowledge of contemporary adult education teaching and learning methods as well as the various learning styles of adults. In this way, it is possible to more efficiently focus the attention of the participants on the content they need to learn. Learning will be more successful if the person is active during class, if he feels that he can participate in the formulation of learning goals, if he is entrusted with the responsibility for learning outcomes and if he has the possibility of self-assessment of his own achievements.
The above indicates that the andragogist who is the leader of the teaching activity should take care to recognize the goals and needs of those he teaches and show what meaning teaching can have for the student himself (Vizek Vidović & Vlahović Štetić, 2007). By combining and supplementing teaching methods and techniques, the most successful outcomes in adult education are achieved (Matijević, 2018 according to Andrilović et al., 1985). Although some authors overlap numerous approaches, there are no universal recommendations for the use of a particular approach as the most effective for teaching and learning adults.
Furthermore, there are different approaches to learning and teaching methods with regard to division and classification criteria. Throughout the historical development of didactic theory and practice, numerous authors advocated different divisions of methods and techniques in teaching (Komensky, 1871; Poljak, 1989; Jelavić, 1998; Peko & Pintarić, 1999; Bognar & Matijević, 2002; Cindrić et al., 2010). Some of the significant authors who wrote about teaching methods used in teaching, among other things in adult education, are presented in Table 1. Types of teaching methods. The paper does not present all the teaching methods that are mentioned in the literature, but only those that are most often mentioned in the pedagogical and didactic literature.
Table 1.
Types of teaching methods
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Although the importance and role of creativity and the use of creative teaching methods in the more successful realization of the teaching process, as well as achieving desired learning outcomes, have been emphasized for many years, other sciences are increasingly entering the fields of pedagogy and education in a broader sense (informatics, economics, mathematics...) (Dubovicki, 2019; Topolovčan & Dubovicki, 2019; 2024). The education system is increasingly adapting to the needs of the labor market, so in the field of adult education we are reaching for newer and redesigned teaching methods. Some of them are especially used in the field of economics, and are better known as: Design thinking, PAR and SCAMPER method. The mentioned methods are particularly well received by the younger population of adults due to their applicability in a real economic environment. Following a defined teaching structure according to the mentioned methods also empowers them for the open labor market in such a way that by applying structured steps of certain methods, they increase their competitiveness when seeking jobs in the open labor market, as well as in the economic environment.
Design thinking (DT)
Design thinking (DT) is a technique that is applied in the economic environment with the purpose of finding solutions for improved results, and in the educational context, a redesigned application of DT has created a method that encourages the acquisition of new skills and knowledge in a practical and creative way (Pap et al., 2019).The teaching method based on design thinking (hereinafter referred to as DT) arose due to the evident inadequacy of the learning and teaching methods of educational institutions with the real economic environment, which has raised concerns regarding employability (Charles, 2022). The authors emphasize (Martin, 2009; Starkey & Tempest, 2009; Glen et al., 2014; Matthews & Wrigley, 2017) that the application of DT in the educational context has developed thanks to the valuable contributions that DT has made in business and management. In an educational context, design reflection encourages students to develop their ideas and experience their own mistakes as part of the learning process (Rupčić, 2022). This process is a set of different methods, which are applied in order to achieve the best possible result and there is no standardized model of application of the design thinking method (Waidelich et al., 2018). Design thinking uses divergent thinking as a way to ensure more possible solutions are explored at the initial level, and then convergent thinking to advance and realize the final solution (Pap et al., 2019). Common procedures are based on the processes of reflection, creation and reflection: 1. Compassion – observing the environment and active listening, researching possibilities for improvement, analysis of limitations, identification of the type of problem (eg. personal versus group challenge); 2. Defining – selection and interpretation of important data collected in the sympathy phase, review of the observed problem, transformation from the discovered need into a clear goal; 3. Forming a plan - thinking in order to find a solution to the problem, choosing the best idea, analysis of limitations, clear definition of the idea; 4. Prototype – prototype construction, feedback collection, prototype improvement analysis, assessment of available resources; 5. Evaluation – definition of criteria for success, monitoring ofnecessitates changes in the environment,roles planningof educators and presentationadministrators, ofrequiring prototypesnew (Rupčić,skills, 2022).
In the context of adult education, the application of the design thinking method encourages students to thinkstrategies, and solveongoing problemsprofessional in a new and unproven way and represents a kind of preparation for navigating a rapidly changing and technologically increasingly complex society (Pap et al., 2019).development. The mentionedincreased benefitsreliance wereon AI also detectedraises asimportant a result of encouraging creativity in teaching (Dubovicki, 2013; 2016). The advantages of the DT approach in acquiring knowledge are as follows: 1. understanding the content from a different perspective, 2. studying the problem in detail to determine its root cause, 3. developing innovative thinking and creative problem solving, 4. ensuring that the final outcome meets the goals and requirements, 5. it results in a new experience, which is more efficient and useful for the students than the traditional approach and 6. it enables the continuous expansion of knowledge (Pap et al., 2019).
PAR method (Present – Apply – Review Method)
The name of the PAR method is an acronym consisting of the initial letters of the Anglosaxon name Present - Apply - Review. The application of the PAR method requires that the participants thinkquestions about thedata answersprivacy, toalgorithmic the given questions, agree on them in pairs and then present the solution (Kunt, 2020). After presenting their work and considering the interpretations of the other pairs, each pair discusses the solution they have chosen, clarifies any misconceptions, and ultimately comes up with the correct answer. In case of disagreement, each member of the couple should argue their solution or opinion. The PAR model is characterized by three phases of learning new teaching content, which is shown in Figure 3.
Figure 3.
Characteristics of the PAR technique
With this method, emphasis is placed on collaborative learning, which requires the participants to analyze the content, solve it together, and thereby indirectly develop the skills of teamwork and assertive communication.
SCAMPER method
Scamper is a technique that emerged from the world of entrepreneurship, but it can be successfully applied for educational purposes, especially in the education of the younger population of adults. According to authors Korkut & Kopal (2018), each letter of the SCAMPER method is an acronym (Figure 4) that represents separate questions that must be considered in order to achieve the desired result. It implies group work and encourages creativity in groups of participants in terms of finding solutions to certain problems. It suggests teamwork and fosters innovation among participants in terms of resolving certain issues. It is used in accordance with a set of guidelines, asking questions regarding the subject matter at all times, and adhering to all seven letters of the acronym that makes up the method's name.
Figure 4.
The meaning of the acronym SCAMPER
In Figure 4, we can see the acronym consisting of the letters SCAMPER. Below is an explanation of the mentioned terms:
S - substitute - thinking about what needs to be changed.C - combine - different knowledge is connected and integrated, i.e. old ideas from which new ones should be created.A - adapt - means adding new elements, adapting to the current situation.M - modify - encourages a change of perspective. Contemplating about what should be changed and what should be kept.P - put to the use (change of purpose or purpose of use) - encourages adaptation to new challenges, new knowledge, enabling new functionality.E - eliminate - represents simplification and facilitation, as well as contemplation about what could be eliminated to make what we want to keep maximally useful.R - reverse/ rearrange - stands for reconstruction, and in this step the most acceptable ideas are chosen.
By asking numerous questions that are guided by the initial letters of the names of the techniques, creativity and creative thinking are encouraged. Creativity significantly depends on the context. Individuals have it as a natural gift, but for many, creativity is very underdeveloped. Using the SCAMPER method, it is possible to develop and improve ideas that can help us solve problems. Answering the questions encourages a creative approach to the problembias, and the adoptionethical implications of newAI’s content.decision-making Theprocesses.
Sustainability in theeducation effectivenessis ofincreasingly the application of this method. By applying a constructivist teaching strategy, the SCAMPER method in an educational context aimstied to helptechnological studentsadvancements, develop metacognition, critical thinking and problem-solving skills (Solomon, 2003). By applying the SCAMPER method, an attempt is made to transform current knowledge and create a new perspective. Although creativity plays a decisive role in this technique, it is important to try to implement it regardless of the participant’s personality. Such a way of working emphasizes a strong orientation to the process of education, instead of exclusively to its result. The emphasis is on the method of acquiring new knowledge, not on the content itself. It is important to point out that the process of acquiring knowledge is not opposed to the result, but both are equally taken into account, not even as separate entities, but as a dialectical unity. In this sense, improvisation helps to put emphasis on methodology in the educational process instead of exclusively on content (Nikolić, 2019).
Active learningparticularly in the context of adultthe United Nations Sustainable Development Goals (SDGs), specifically Goal 4, which emphasizes the need for inclusive, equitable, and quality education (Nations, 2022). AI has the potential to contribute significantly to this goal by providing innovative solutions to longstanding challenges such as accessibility, teacher shortages, and educational inequality (Abulibdeh, 2024). However, achieving sustainable development through AI in education requires careful consideration of not just the technological and economic benefits, but also the social, cultural, and ethical impacts (Nguyen, 2023).
This paper explores the intersection of AI, education, and sustainable development by examining how AI can both reshape educational practices and contribute to long-term societal development. The study investigates the dual nature of AI’s impact, focusing on its role as a reformer and facilitator in educational systems. It also assesses the risks and opportunities artificial intelligence presents to educators, policymakers, and students alike. By integrating theoretical insights with empirical data from official sources, this study provides a comprehensive look at the transformative potential of AI in education and its implications for a more sustainable and equitable future.
Through this investigation, we aim to offer practical recommendations for the integration of AI technologies that will ensure the realization of AI’s benefits without exacerbating existing inequalities. Furthermore, the paper advocates for a collaborative approach involving governments, educators, technology developers, and communities to foster a future where AI in education can contribute to a more inclusive, adaptive, and sustainable educational environment for all.
Methodology
TheThis conceptstudy utilizes a qualitative research methodology, particularly a systematic literature review, to explore the current state of activeAI in education. Several reputable sources, including peer-reviewed articles, reports from educational organizations, and official data from government and institutional bodies, were reviewed. This approach allows for an in-depth exploration of AI’s applications and its effects on educational practices, focusing on sustainability and long-term development.
For the data analytics section, we reference various statistics and reports on AI adoption in education and its impact on sustainable development. Below are key data points and cross-references from official sources:
AI Adoption in Education:
- UNESCO (2023) - A report by UNESCO on AI in education highlighted how AI is being used to enhance accessibility to education, improve teacher training, and provide personalized learning experiences to students. It estimates that AI-powered tools could improve student outcomes by 15–20% (UNESCO, 2023).
- OECD (2022) - The OECD’s annual report on digitalization in education emphasized AI’s role in bridging the learning gap by offering customized learning experiences and reducing educational inequality. The organization also noted that AI could automate administrative tasks, allowing teachers more time for pedagogical activities (OECD, 2022).
- World Economic Forum (2021) - AI and its impact on education were analyzed, particularly focusing on how it can influence job creation and skills development. AI-driven learning tools are projected to enhance lifelong learning, allowing people to upskill and reskill throughout their lives, addressing the skills gap in a rapidly changing job market (Forum, 2021).
Influence on Sustainable Development:
- Sustainable Development Goals (SDGs): AI in education supports several SDGs, particularly Goal 4: Quality Education. AI has the potential to make education more inclusive, equitable, and accessible, especially in remote or underserved areas (Nations, 2022).
- Data Analytics on Sustainable Learning: AI systems help track student progress, identify learning gaps, and recommend personalized learning paths, which can significantly improve educational outcomes. According to a study by McKinsey (2023), AI-enabled personalized learning platforms showed a 30% improvement in student performance metrics (Company, 2023).
At the forefront of AI research and development (R&D) in education, innovators are focused on creating models that align with the diverse data available. As technology scales and becomes increasingly prevalent, data is notbeing drawn from a wide variety of contexts, reflecting the unique ways individuals engage in teaching and learning within those environments. Researchers from our listening sessions highlighted AI's potential to address the issue of "context," particularly in relation to the vast spectrum of learner variability often referred to as the long tail.
As illustrated in Figure 1, learners differ significantly in their strengths and needs. The leftmost part of the figure represents the most common combinations of strengths and needs—often addressed through a generalized approach, sometimes called "teaching to the middle." Less frequent combinations extend toward the right, representing learners with unique or specialized requirements. The upward axis reflects the number of learners who benefit from a given instructional design, pathway, or method. We propose that AI has the capacity to accommodate a broader range of learner strengths and needs but only if developers and innovators prioritize addressing the long tail rather than focusing solely on generalized approaches.
Figure 1: The long tail of learner variability (U.S. Department of Education, 2023)
AI technologies are fundamentally built on models, and these models are inherently imperfect. It falls upon humans to define educational goals and evaluate the extent to which these models align with and support those objectives—or conversely, where they fail and might even cause harm. While assessing how well certain AI tools address educational priorities may seem straightforward, the allure of technology can sometimes shift focus to a “let’s see what the tech can do” mindset (U.S. Department of Education, 2023). This approach risks sidelining clear educational goals and could lead to the adoption of models that poorly serve these priorities.
The urge educational policymakers and decision-makers at allthe alocal, newstate, pedagogicaland orfederal didacticlevels concept.to Theuse sametheir influence to align priorities, strategies, and technology adoption with the primary goal of meeting students’ educational needs—above the excitement surrounding emerging AI capabilities. It is indirectlycritical mentionedto strengthen adherence to existing policies at state, district, and school levels that govern educational technology adoption and use. These include frameworks such as the four levels of evidence outlined in the historyEvery Student Succeeds Act (ESSA), privacy protections under the Family Educational Rights and Privacy Act (FERPA), and any future enhanced policies. Local education leaders, who are best positioned to understand urgent educational needs, must lead conversations about AI and other emerging technologies by centering student priorities. These discussions should begin and end with the educational needs of pedagogystudents duringas the periodfocus, with an emphasis on evaluating effectiveness based on those priorities (U.S. Department of schoolEducation, development2023).
This pedagogicalresearch schoolaims directionsto (Munjiza,provides 2009;detailed Turk,guidance 2009).on Despiteevaluating AI technologies for their effectiveness in achieving intended educational objectives. To assist decision-makers, summarize key insights regarding the many definitionscharacteristics of activeAI learning,models weand cantheir sayapplication in educational tools and systems in Figure 2 (U.S. Department of Education, 2023). These insights aim to empower leaders to critically assess AI solutions, ensuring that activetechnology learningadoption representsserves learningthe best interests of students, maintains equity, and aligns with broader educational priorities.
Figure 2: Recommendation for desired qualities of AI tools and systems in whicheducation (U.S. Department of Education, 2023)
The study employs a highqualitative degreeresearch approach through a systematic literature review, analyzing peer-reviewed journals, official reports, and policy briefs from 2018-2023. Data from organizations like UNESCO and OECD highlights AI's impact on education and its alignment with SDG 4. The analysis focuses on AI as an educational innovator, its role in equity and sustainability, and associated challenges. Findings are validated through triangulation and cross-referencing, ensuring credibility while emphasizing ethical considerations and alignment with student needs.
Results
The integration of independenceAI andin self-regulationeducation ishas achieved,demonstrated positive effects in various thinkingareas, strategiesthough andchallenges specificremain. cognitiveThe skillsfollowing arekey appliedresults thatwere enableidentified essentialfrom learning,the data analysis and comparisonliterature:
1. Improved Educational Accessibility and Inclusivity
AI-powered systems, such as personalized learning platforms, are making education more inclusive. AI tools can adapt to students’ needs, allowing for differentiation in content delivery. For example, AI-driven platforms can provide real-time translations, assist students with disabilities, and help non-native speakers.
2. Enhanced Administrative Efficiency
AI in education helps automate repetitive administrative tasks, including grading, attendance tracking, and curriculum management. This allows educators to focus more on teaching and interaction with students. Additionally, AI’s role in resource allocation has led to cost reductions in many institutions.
3. Creation of information,New theirVocations connectionand Reskilling Opportunities
AI also presents an opportunity to create new educational paths in fields related to technology, data science, and AI itself. As the job market evolves, AI helps design curricula that are better aligned with existingindustry knowledgeneeds, andfostering criticala judgmentculture their meanings; learning that enables long-term memory (Turk, 2009; Dubovicki, 2016). The discourse onof lifelong learning emphasizes,and amongreskilling.
Conclusions
The implementation of AI in education provides both challenges and opportunities for sustainable development. On one hand, AI is a powerful tool that can enhance educational quality, provide equitable access, and foster personalized learning experiences. On the other things,hand, there are challenges related to the importancedigital ofdivide, theprivacy active involvement of the individualconcerns, and the need for teacher training to takeintegrate responsibilityAI effectively into classrooms.
AI-driven educational technologies offer great promise in reshaping the way education is delivered and experienced, with the potential for histransformative ownimpacts on learning outcomes and societal development. However, the endsuccessful result.integration Thisof isAI especiallyin emphasizededucation requires a balanced approach that addresses ethical considerations, ensures data privacy, and promotes teacher professional development.
Recommendations
Based on the findings of this study, the following recommendations are made for educators, policymakers, and technology developers:
- Invest in Teacher Training: Educators need continuous professional development to understand AI tools and integrate them effectively into their teaching practices.
- Foster Collaboration Between Governments and Tech Companies: To ensure equitable access to AI technologies, partnerships between educational institutions, governments, and private companies should be established.
- Address Data Privacy and Ethical Concerns: Strong policies and frameworks should be developed to protect student data privacy while ensuring that AI systems are transparent and accountable.
- Promote Lifelong Learning and Reskilling Programs: Governments and institutions should focus on creating programs that allow adults to upskill and reskill to remain competitive in the
adultevolvingeducation,jobbecausemarket. - Focus
learningonincludesInclusivedifferentAI:perspectivesAI tools must be developed to cater to diverse student populations, ensuring that all learners benefit equally from technological advancements.
Articles published in journals:
Abulibdeh, A. Z. (2024). Navigating the confluence of theartificial participants. It is based on the constructivist theory of learning, where participants, with the support of an andragogist, researchintelligence and develop knowledge on their own. Contemporary adult education involvesfor ansustainable active and partnership-based relationship between participants and the andragogist leading the teaching process, using creative andragogical methods that include research-based, meaningful, and problem-based teaching.
Active involvementdevelopment in the learning process is oneera of theindustry key4.0: factorsChallenges, opportunities, and ethical dimensions. Journal of Cleaner Production.
Chen, X. Z. (2022). Two Decades of Artificial Intelligence in increasingEducation: theContributors, attentionCollaborations, ofResearch participantsTopics, in the teaching process. Teaching focused on the teaching process or teaching focused on the participants in the teaching process is an approach to teaching that emphasizes planning based on activitiesChallenges, and experienceFuture ratherDirections. thanEducational onTechnology knowledge& that is acquired and facts that need to be memorized. Such learning is based on individual discovery, immediate experience, and creative workSociety (Nikčević-Milković,pp. 2004)28–47). An active approach to learning provides participants with more frequent feedback on their progress, takes into account different learning styles, allows them to discuss the content they are learning, and encourages the development of collaborative, communication, negotiation, and other "soft" skills. It also increases students' self-confidence through conversation with other students, but also through increased interaction between the teacher and participants in the teaching process. In the active approach to adult learning, the andragogue, as the leader of the educational process, provides direct feedback on the level of acquisition, understanding, or misunderstanding, as well as on the misconceptions that need to be corrected. JSTOR.
ContemporaryLameras, socialP. demands also require a new type of knowledge, skills, abilities, values and attitudes, i.e. new competencies that promote innovation, creativity, ability to solve problems, critical thinking, entrepreneurship, information literacy, etc.&. (Peko & Varga, 2014)2022). Active learning methods encourage the development of 21st century skills and are necessary to overcome the challenges of an unpredictable future (Stephen et al., 2010; Gazibara, 2013; Peko & Varga, 2014).
Turk (2009) investigates how active learning of students in university classes affects the development of creativity of future teachers and emphasizes active learning techniques, which he divides into three groups:
techniques that require shorter preparation and fewer resources – these include: the technique of teaching by questioning and brainstormingtechniques that require shorter written preparation and materials - these include: collaborative learning and the technique of mutual explanationtechniques that require longer written preparation and materials – these include: case study, peer learning, discussion, problem-based learning, and independent learning technique
The mentioned active learning techniques can be applied in various contexts, certainly in lifelong education and adult education. Knowing oneself, one's own goals, priorities, potential, relationship with time and process, insight into one's position in a group, team, collective, and contact with one's own thoughts and feelings become something that emerges beyond the usual frameworks of learning and teaching by the leader of the educational process (Urbanc & Kletečki Radović, 2007). The application of modern, creative methods in the educational context, by respecting the personal experiences and knowledge of the individual, lays the foundations for collaborative and experiential learning, which is the basis of active learning. Active participation of students in the teaching process (asking questions, research, solving problems, etc.) leads to their personal construction of knowledge. Therefore, the time spent on achieving the goal is as valuable as the knowledge gained at the end (Peko & Varga, 2014). This is especially important to apply in adults education, because it contributes to individualizing teaching process in which they are involved, and the teaching is more dynamic and purposeful for adults, which includes practical learning, encourages divergent and convergent learning and learning through discovery.
AccordingPower to the conclusion
WhenAn organizingExploratory classesReview foron adults,Artificial theIntelligence usein ofEducation. variousInformation. methods(Artificial Intelligence and techniquesGames enables better insights into one's own interests, goals and priorities, i.e. the expression of the potential of the students, but also the general exploration of personal identity. When organizing classes for adults, the use of various methods and techniques allows for better insights into one's own interests, goals, and priorities, as well as the expression of the potential of the learners and, more generally, the exploration of personal identity. Andragogues believe that the use of various methods and techniques requires greater engagementScience in the design of activities, and more complex competencies in divergent thinking and creativity are needed. However, such an approach leads to greater involvement of participants in the educational process, positively impacting the quantity, quality, and durability of overall knowledge. Such an approach helps participants develop creative thinking, better understanding, and improved memory by connecting ideas, words, and concepts.
It is also necessary to develop knowledge and insights about the appropriate approach to teaching adults and the andragogical profession in general, as well as insights into the appropriate competencies, skills, and knowledge that andragogical workers should possess. Andragogy as a science is underdeveloped and relies on pedagogy, and as a result, methodological and didactic procedures are often improvised to suit the adult population of learners. This is precisely why this paper presents methods that were developed on the basis of economic sciences and are applied in a real economic environment. Applying proven steps and procedures of the mentioned methods in an educational context has proven to be an effective way of teaching adults. Particularly significant are the media that provide additional benefits for the participants themselves, but which need to be properly dosed so that the humanizing role that the educational system as a whole nurtures is not lost. The intention is not to diminish the value and importance of existing teaching methods, but to open new challenges through interdisciplinarity and multimedia, which significantly meet the needs of today's learners and continuously present new challenges for the andragogue. Given the increasing human lifespan, we can expect a rising trend in adult participation in educational programs in the future, and thus the significance of andragogy as a science will continue to grow, making it an important area to research and develop.
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