Georgios Giannakopoulos looks at balancing AI and democratic education to ensure equity, accountability, inclusivity, and human-centred learning in the age of technology.
"We have entered an era increasingly influenced by Artificial Intelligence'
"Democracy is more than a form of government; it is primarily a mode of associated living, of conjoint communicated experience."
John Dewey
Are educational opportunities accessible to all? Is there equity in options, related to learning, for all individuals? Are there restrictions of any kind imposed on the journeys of those who participate in educational experiences (Murati, 2015)? The movement of democratised education is rooted in the belief that education is a fundamental human right, pivotal in developing active citizenship and a pluralistic, dynamic society. It argues that educational institutions should not only transfer knowledge and skills related to the production of wealth, but also cultivate critical thinking, creativity and social responsibility. Education should, first and foremost, give birth to liberated human beings, ready to address the challenges of their time (Wadham et al., 2024). We have entered an era increasingly influenced by Artificial Intelligence, its integration into the general educational context presents both significant opportunities, but also complex challenges. How does A.I. interact with the fundamental components of democratic education though? What could its impact be on student participation, student autonomy, responsibility and inclusivity?
Participation - The first step into Ownership
Student participation is fundamental to democratic education. Essential for developing a true sense of ownership and agency in learners. It is argued that A.I. can facilitate increased participation by providing means and tools for collaborative and communicative endeavours among students, allowing them to successfully voice their opinions, work together on projects and engage in critical assessment and constructive dialogue of their learning experiences, shaping in the end their educational journeys. They are the ones experiencing them after all (Heid et al., 2023). And what about educators? Where do they fit in all this? Should they guide students in using these technologies responsibly? Should they ensure related processes remain respectful and constructive? Have educators lost the ability to empower students to participate actively in their education, supporting the democratic ethos of shared decision making and inclusivity?
Here comes the Age of Accountability
Democratic education balances delicately between student autonomy and responsibility (Heid et al., 2023). It is argued by many that A.I. can enhance this relationship by providing students with the means and necessary space to make choices in their learning processes, while at the same time holding them accountable for their decisions. For example, artificial systems can guide students to set personal learning goals and simultaneously help them monitor their progress, resulting in a sense of responsibility related to their educational journeys. Self-directed learning, promoting accountability. And when ethical considerations arise, who shall take on the responsibility of ringing the bell when students fail to understand the implications of their choices?
Inclusive Communities
How many times have we all, as educators, come across cases of students who needed our support? How many times have we combined our insights on performance and engagement, identifying children who needed our help? Marginalised socio-economic and cultural backgrounds, negligence, abusive family environments, all sorts of realities that hinder their development as human beings, all present and real for us to consider and act upon (Murati, 2015). Yes, A.I. tools can assist in creating pluralistic learning materials that reflect variety in experiences. Yes, A.I. can assess curriculum content for biases and assist educators in selecting resources that represent multiple perspectives. Yes, A.I. can help us draft policies prioritising equity and justice. Can it show empathy though? Can it offer that hug that reassures them that they are being heard and respected? Can it tell them that everything is going to be alright?
Challenges and Opportunities
"However, it is important to recognize that A.I. can and should serve as a tool, not an agent, enhancing, rather than replacing, the critical role of educators."
Despite the given promises related to A.I., a myriad of challenges persists. Data privacy, algorithmic bias, unequal access to technology, the carbon footprint related to the development of these technologies, just to name a few. And a threat, a clear threat towards the role of educators. As A.I. seemingly develops more capability in delivering personalized educational experiences, the risk of human detachment from the process increases, especially when taking into consideration that educational institutions are increasingly becoming corporate entities, with the privatisation of learning being a world-wide trend. However, it is important to recognize that A.I. can and should serve as a tool, not an agent, enhancing, rather than replacing, the critical role of educators. At the end of the day, it is us, their teachers, who can motivate them, addressing their emotional needs and fostering their acquisition of all the practical skills they will need to address life and its challenges.
Let us create Balance
Navigating this intersection of education and A.I., always under the scope of democracy and its principles, it becomes obvious that what we require is a balanced, human-centred approach. The opportunities presented are significant, no one can argue about that; and never in the collective history of human civilization has progress been halted. We must pursue this progress though with a steadfast, focused and true commitment to equity, ethics and the preservation of human agency, prioritizing the well-being and empowerment of our students, but also of us, their educators. Let us create the conditions where we leverage A.I., to achieve communities and societies with true democratic values at their core, where education becomes a pathway to fulfilment and self-actualisation.
Bibliography
- Cardona, M.A., Rodriguez, R.J., Ishmael, K. (2023). Artificial Intelligence And The Future Of Teaching And Learning: Insights and Recommendations. U.S. Department of Education, Office of Educational Technology
- Heid, H., Juttler, M., Karner, T. (2023). Participation In The Classroom As A Basis For Democracy Education? A conceptual analysis of the concept of student participation. Frontiers in Political Science
- Murati, R. (2015). Conception And Definition Of The Democratisation Of Education. Journal of Education and Practice, 6(30)
- Wadham, H., Christensen, L., Leary, H. (2024). Democratic Education as Expressed In Practice: An Integrative Literature Review. Journal of Educational Research & Practice, 14(1), 119-134
- - - - - - - -
To share your story, thoughts or ideas with the ISN community, please send your article draft directly to our editorial team here, or email us at [email protected]