Volume 115

The fast emergence of AI usage in education has provoked huge discussions on the role AI is playing in teachers' careers and practices. Despite AI's field improvement and personalized learning, it is widely believed that this technology may provoke educational inequality, harm teachers' autonomy, and undermine the human aspect of the teaching process. The current investigation expounds on two clashing views regarding AI’s role in education by providing arguments of its dangers, such as algorithmic biased thinking and overreliance, and of its high capacity in vocational training and resource enhancement. With the help of a systematic literature review, the research integrates scholarly arguments and empirical evidence from key sources to draw a conclusion on the tensions between the use of technological tools and the educational process driven by values. It is discovered that AI's merits are overturned by its challenges, which include the "Matthew Effect" in the distribution of resources and the gradual loss of teachers' agency. The study reports a view suggesting that a balanced, symbiotic type of relationship, namely where AI approaches the standardized tasks behind a teacher's back while teachers focus more on guiding ethical practices and developing critical thinking among students, is necessary to curb AI's negative impact without losing the integrity of education. Suggestions include institutional measures against prejudices, digital competences incorporation into professional teacher training, and multilevel AI introduction strategies to replace human pedagogical functions.

Show more