Artificial Intelligence in Education: A Partner, Not a Replacement for Teachers

The Croatian Association for Artificial Intelligence CroAI organized a round table titled ‘What is the Role of Artificial Intelligence in Education?’ at the Westin Hotel in Zagreb. The event brought together experts from various fields of education and artificial intelligence to discuss the potential, challenges, and future of AI application in schools. The Executive Director of CroAI, Lorena Barić, emphasized the importance of the topic and announced a presentation of research examining teachers’ attitudes towards AI, its application, and ethical dilemmas.

AI and Education

Mitja Ružojčić and Antun Palanović, members of the Department of Work Psychology at the Faculty of Humanities and Social Sciences in Zagreb, conducted and presented the aforementioned research on the application of artificial intelligence in education. The research was conducted on a sample of 809 participants and 361 teachers, showing that both the general population and teachers are familiar with artificial intelligence, although they relatively rarely use AI tools. The results indicate that participants are not fully aware of the current scope of application but demonstrate solid knowledge of the current development of AI. The most commonly used roles are translation, followed by generative tools such as ChatGPT, while image generation tools are the least used.

Attitudes towards AI were moderately positive, with the most emphasized aspect being the alignment of ethical considerations with fundamental principles. Regarding the role of artificial intelligence in education, participants expect it to be used more extensively, but it will not take a central role. Teachers believe it can assist them in their work, recognize the potential and need for education. They believe that it will be particularly beneficial in terms of automating administration and increasing the engagement of teaching materials. Barriers to implementation include teacher overload, insufficient systemic support, lack of knowledge and skills among teachers, and a significant knowledge gap about AI between students and teachers.

Researchers emphasized that the sample is not representative, so all findings should be interpreted with caution as teachers are overrepresented in the sample. Based on the results, they conclude that there is room for significant improvement in knowledge about what AI actually is and that teachers need much greater support in acquiring skills.

Nothing Without Teachers

Following the presentation of the research, a round table was held aimed at opening a discussion on how artificial intelligence is changing the education system, what challenges it brings, and how to leverage its advantages.

– The development of artificial intelligence has been happening for the last 40 years, and this is actually a phase of implementation, while the transfer to schools is very slow. Schools can never exist without teachers because social activity and human interaction are extremely important, which means that AI cannot replace emotional and social aspects but can be used as a useful tool – said Zrinka Ristić Dedić, a scientific advisor at the Institute for Social Research in Zagreb and the Center for Research and Development in Education.

She also explains that the educational system is traditional and outdated, that everything is based on learning facts, and that more critical thinking and creativity are needed, which artificial intelligence can contribute to. Another problem is that most tools are in English, and she sees a significant advantage in personalizing learning and assessment and working with children with difficulties.

– The application in working with children with developmental difficulties is a huge leap because AI can be used as assistive technology; for example, deaf children can access content or receive content at a pace that is acceptable to them – said Ristić Dedić, emphasizing that the role of the teacher is changing significantly.

She believes that fear is logical and justified but should not prevent us from taking matters into our own hands, and that it is crucial to prepare children and youth for life in an AI world.

Vjera Barbir Alavanja, a Master of Education in Mathematics and Computer Science, and a teacher at Ivan Gundulić Primary School, is more familiar with new technology due to her profession and believes that the time of digital communication during the pandemic has influenced the accelerated development of technology today.

– Artificial intelligence will not stop progressing; it will only develop further, and teachers have a great willingness to learn about AI, although there is still a portion of teachers who justify that there is no need for artificial intelligence – said Barbir Alavanja.

She cites problems with education occurring during class time and tools in foreign languages, and believes that applying new technologies and regularly presenting results is crucial for progress. From her experience, she explains how important it is to teach students how to use AI correctly, as proper use influences their creative and critical thinking.

– We must educate ourselves and use artificial intelligence responsibly, and through collaboration among students, parents, teachers, and institutions, we can ensure that AI in education is beneficial for all – she concluded.

Robert Kopal, an associate professor, professor of professional studies in a permanent position, and senior research associate at Effectus College, spoke from the perspective of higher education. He believes that artificial intelligence has a place in education and, like previous speakers, emphasizes the importance of critical and creative thinking.

– Humanity’s creativity is declining, as research shows, and we, as cognitive misers, are giving children a tool that is an easy way out of all that – said Kopal, expressing concern for the future.

He added that the key to the future success of artificial intelligence is addressing all barriers and challenges through conversation, emphasizing the importance of the educational component in education. He also highlights the problem of non-inclusivity regarding language and the negative impacts of artificial intelligence on the young population, such as depression and suicidal thoughts.

– Instead of teaching children to seek answers, we should teach them to ask questions, which leads to solving complex problems – concludes Kopal.

Tools at the Service of Humanity

Maja Ljubić Kutnjak, head of the European Parliament Office in Croatia, spoke about the implementation of AI from the EU perspective and the acts that have been adopted. She states that AI should be used, but the question is how, and also emphasizes that the pandemic was a catalyst for accelerated digitalization and that the EU realized at that time that more regulations were needed.

She noted that earlier this year, the act on artificial intelligence at the EU level was adopted and that it will soon begin to be implemented.

– It is crucial that AI tools serve humanity and do not overwhelm and consume us. The act does not aim to stifle innovation and creativity; it is minimal regulation that does not hinder it, puts citizens first, and is ethically correct – said Ljubić Kutnjak, adding that by 2026, Croatia will adopt this provision, as will other member states.

She emphasizes that it is important for citizens to feel safe, which can be achieved by ensuring that people always know when they are interacting with AI, and according to the new regulation, it must be stated when talking to a bot or when content is generated by AI. The next three years are crucial for the complete implementation of artificial intelligence; the EU has numerous organizations dealing with this, everything is developing very quickly, and the law will follow that development.