ვეინ ჰოლმსი: საერთაშორისო ექსპერტი ხელოვნური ინტელექტისა და განათლების  მიმართულებით  (გაერთიანებული სამეფო)

Abstract:

Artificial Intelligence (AI) is frequently hailed as a ‘solution’ to many of education’s core problems (e.g. OECD, 2021) – problems such as the lack of qualified teachers, student underachievement, and better preparing learners for career paths that may be very different from current paradigms. However, such claims tend to be aspirational rather than evidence-based, and overly simplistic, forgetting issues such as agency, pedagogy, surveillance, efficacy, safety, and ethics (Holmes et al., 2021; Holmes et al., 2022; Holmes & Porayska-Pomsta, 2022; Porayska-Pomsta, Holmes and Nemorin, 2023). Current approaches tend to be solutions- rather than problems-oriented, and all too often replace teacher functions rather than empower teachers, while the teaching of AI almost always focuses on the technological dimension of AI to the exclusion of the human dimension. Accordingly, this presentation will explore teaching and learning with and about AI, from a critical studies and human rights perspective. It will identify and address many of the key myths and will pose more questions about AI and the futures of learning than it answers.

 აჰმეტ მურატ კილიჩი: ევროპის საბჭოს ციფრული ტრანსფორმაციისა და ელექტრონული სწავლების განყოფილების ხელმძღვანელი;

Abstract:

The Council of Europe’s view on and response to Artificial Intelligence in Education

Artificial intelligence, data analytics, and related technologies have potential for impacting positively on education. AI systems might be used to support teaching and learning, for all learners including children and lifelong learners as well as those who have special needs, while data analytics might help us better understand how learning happens. On the other hand, these emerging technologies might also impact negatively on education, automating poor pedagogic practices, disempowering teachers and learners, and undermining human rights. They could also lead to the downgrading of what is valued, with knowledge transfer and easily measured competencies being preferenced over the more humanistic and democratic values (learning that affirms human worth and dignity, reason, compassion, morality, and ethics) that are harder to turn into numerical data.

While other international organisations have explored the ethical impact of Artificial Intelligence on humanity, and in a very limited way the ethics of AI in education, none have yet taken a holistic approach to the broader impacts (especially in terms of human rights, democracy, and the rule of law) of the application and teaching of AI in education.

The Council of Europe takes a critical view of the use of artificial intelligence in education and invites education policy makers in Europe to be vigilant and proactive. They need to take common action if they wish to harness the potential of artificial intelligence in education while ensuring the well-being of young people and their right to education.