Italianistica, Didattica Innovativa, Internazionalizzazione

We’ve been very chatty in recent years; various platforms have enabled many different opinions and points of view to be shared. The same goes for education. After observing the aftermath of the pandemic and the changing educational landscape, it was clear that we needed to do things differently. But we quickly returned to our familiar practices and from there, we were catapulted again; the infamous ChatGPT tool was introduced. And everything changed. Again. 

The need to learn

We’ve all heard the African proverb ‘It takes a village to raise a child’. But what if a village becomes too big? It’s difficult when everyone has something to say about it. As a teacher, you know best. How many parents come to you as a ‘know-it-all’? When it gets too crowded and loud, it’s best to focus on the things we know we can do and know how to do. We dig into the basics.

There is no need to know everything about how AI works, but as educators, we need to familiarise ourselves with the basics. Why? To facilitate conversations about the pros and cons, the when and how, to discuss issues such as ethical use, safety, online behaviour and well-being. Parents often do not know how to address these topics, educators do. Ignoring the problem won’t make it go away, and shying away from it will only make it more invasive. The goal is to understand and create a safe environment for learners to explore. We need to move from fear to will and start using it as a tool for what it is. Nothing more and nothing less.

The partners of the AI4T project (Artificial Intelligence for and by Teachers) have succeeded in putting together a training pathway that provides teachers (educators, mentors, teacher trainers and inspectors) with basic knowledge about AI in education. The MOOC is divided into four modules, providing a comprehensive understanding of AI fundamentals and the pedagogical impact of AI tools. The AI4T Open Textbook complements the MOOC and offers insight into AI concepts, learning analytics, agency and its ethical implications. Both resources are available in five languages, and the textbook can be easily translated into other languages.

The need to talk about it

International contexts are an excellent place to give free rein to our thoughts, as we are not locked into a national context and can think outside of established practises. And peer-to-peer conversations about AI are a necessity. In this context, it’s good to have a community, a village, you can rely on. I use the Digital Education Hubfor this purpose. This is a community of people with professional and study-based information on how to address different aspects of the current situation. There you can join expert groups where you can actively contribute to concrete results. An example of this is the AI report we’ve produced in the hub’s squad on AI in education. The report highlights the potential benefits and risks of AI in education, since it’s crucial to find the right balance between using AI to improve education and make sure we don’t overlook the risks or lose sight of what’s important to us as educators.

Educators are gatekeepers who can open a safe space for AI in education and learning in order to facilitate understanding and create an environment in which students can flourish. Marie Curie once said that there is nothing in life to be afraid of, but that everything should be understood. Now is the time for educators to be curious about AI to boost their confidence in educating others.

Petra Bevek works at the Digital Education Service at the Ministry of Education in Slovenia. She has over 15 years of experience in internationalisation of education and project management. She is an expert in the field of dissemination and promotion of educational content, ensuring the success of the content and knowledge transfer to stakeholders and a wider audience.

Additional information

• Education type:School Education
• Target audience:Teacher Student Teacher Head Teacher / Principal Pedagogical Adviser Teacher EducatorGovernment staff / policy maker Researcher
• Target audience ISCED:Primary education (ISCED 1) Lower secondary education (ISCED 2) Upper secondary education (ISCED 3)