This book examines the ongoing emergence of generative artificial intelligence (GenAI) in education. It focuses both on the potential and effects of GenAI and on its limitations, risks and challenges. Particular emphasis is placed on the impact that GenAI has on pedagogy and knowledge assessment across a range of educational fields and disciplines, as well as on teacher preparation, development, productivity and workload.
While artificial intelligence has gradually penetrated the field of education over the last 30 years, the emergence of GenAI which we are now witnessing is changing the game. From a perspective that transcends national specificities, the analyses address all levels of education as well as the development of education policies. In terms of epistemology and methodology, the work draws on a variety of research frameworks (theoretical, conceptual, empirical) and methodologies, including qualitative, quantitative and mixed-methods research.
This work offers a series of suggestions and recommendations, as well as avenues for future research in a range of areas, including AI/GenAI literacy, teacher preparation and development, curriculum updating, pedagogy, knowledge assessment, teacher effectiveness, learner development, education policy and ethics. It also warns of the risks posed by GenAI, particularly in terms of deskilling, breaches of data privacy and research integrity, bias, social justice, ecological sustainability and loss of meaning of the teaching profession.
Introduction.- Part I. AI and Teachers Needs and Ways for Readiness.-
Chapter
1. Bridging the Gap: Exploring the Aspirations and Realities of AI
Acceptance Among Secondary School Teachers in Luxembourg.
Chapter
2. What is
AI? The Need for AI Literacy in Education.- Part II. Improving Pedagogy and
Instruction Potential and Issues.
Chapter
3. Enhancing Academic Discourse
through AI-Enabled Transmediation in Literacy Education.
Chapter
4.
Information Literacy in the Age of Large Language Models.
Chapter
5. Could
Human Pose Estimation Enhance Teaching & Learning in Physical Edu-cation?.-
Chapter
6. Towards AI Didactics: Call for Teachers to Train Large Language
Models for Research Writing in Higher Arts Education.
Chapter
7. Updating
the Research-Teaching Nexus Framework in the Age of Generative AI:
Prioritizing GenAI-Proof Research Tasks.
Chapter
8. Empowering Educators:
The Evolution of AI-Enhanced Simulations in Pre-Ser-vice Teacher
Preparation.- Part III. Planning Lessons, Assessing Knowledge, Increasing
Productivity, and Reducing Burnout.
Chapter
9. Artificial Intelligence as a
Collaborative Lesson Planning Tool for Novice Teach-ers: Emerging
Perspectives.
Chapter
10. Empowering Teachers through AI-Generated Lesson
Plans.
Chapter
11. Exploratory Study on the Use of Chatbots in Higher
Education as Support for Teachers Assessment and Feedback of Written
Assignments.
Chapter
12. Identifying AI Effectiveness: Grading Elementary
Writing.
Chapter
13. Teacher Perspectives on Using Artificial Intelligence
for Improving Productiv-ity.
Chapter
14. Utilizing AI in order to Mitigate
Teacher Burnout.- Part IV. AI and Students Identity Formation and
Perceptions.
Chapter
15. AI in Education and its impact on Student Identity
Formation.
Chapter
16. Future Teachers and AI: An Analysis of the Notions
Education Students at Beth-lehem University Have on the State and Role of AI
in Education Now and in Their Future Educational Practices.- Part V. Policy
Perspective and Critical Step Back.
Chapter
17. Generative AI's Role in
Advancing Education in Developing Countries.
Chapter
18. Critical Artificial
Intelligence Literacy: A Reflective Socio-Analysis on AI-Driven Education and
Unemployment.- Conclusion.
Professor Guy Tchibozo holds a Ph.D. in Economics. From 1990 to 2020, he worked at the universities of La Réunion, Limoges, and Strasbourg (France), serving first as an Associate Professor in Economics and then as a Full Professor in Education. His teaching focused on the economics and politics of education and the labor market. He was also, in parallel, an expert with the European Centre for the Development of Vocational Training (Cedefop, in Thessaloniki, Greece), between 2007 and 2020. He is currently pursuing his research at LISEC UR2310, the educational research center at the University of Strasbourg. Professor Tchibozo has a long-standing research interest in education policy and quantitative analysis, focusing particularly on dynamics analysis and vocational education and training, including educational innovation. He has authored numerous books and journal articles . Since 2023, he has been paying particular attention to the development of generative artificial intelligence in education. Professor Tchibozo is also the Director of Analytrics and the Editor of Education Thinking.
