Exploring the promise and perils of Artificial Intelligence in schools

Universities and other education institutions in Kenya have to grapple with the emerging issue of Artificial Intelligence (AI) and how it can be integrated in learning activities even with its reported threats.

Artificial intelligence (AI) is the ability of machines to perform tasks that normally require human intelligence, such as reasoning, learning, decision-making, and creativity.

Already, AI applications have been shown to produce human-like output, including summaries, essays, letters, computer programmes, art and more, illustrating how they can affect learning outcomes.
Emulate human brain

The technology is also currently capable of scoring top marks on major standardised tests, including university entrance examinations and assessments to credential professionals, including doctors and lawyers, according to a report by The United Nations Educational, Scientific and Cultural Organisation (Unesco).

One AI app, ChatGPT is estimated to have over 100 million users globally and is the fastest-spreading digital application of all time it is reported to do tasks only the human brain could master.

According to a new Unesco global survey of over 450 schools and universities, fewer than 10 per cent have developed institutional policies and formal guidance concerning the use of generative AI applications.

“The survey results show that we are still very much in the wilderness when it comes to newly powerful generative AI and education. Institutions are not yet providing guidance or direction,” says Sobhi Tawil, the Unesco director for the future of learning and innovation.

In Kenya, issues of knowledgeable AI specialists, worries about data security and privacy, ethical issues, and assuring inclusivity and justice in AI applications are coming to the fore.

However, specialists believe the Kenyan information technology skills, as well as the Competence Based Curriculum (CBC) aligns the country to benefit more from emerging technologies, such as AI.

Martha Odundo, Deputy Regional Education Director says of the seven core competences in the new curriculum, digital literacy remains a core competence for learners in the 21st century. “Teacher training colleges and students in universities take Information and Communication Technology (ICT) as a must-do subject. Learners have been taught apply everything using ICT knowledge,” she shares.

Odundo says there are programmes that detect plagiarism on the student’s thesis paper and if its passes a certain level of falsifcation, it is rejected.

Experts also observe that AI can help in classroom teaching and assist learners to grasp concepts properly. “A teacher can use AI to develop a lesson plan and this saves a lot of time and enhances human intelligence. AI should help in education transformation,” notes Daniel Juma, executive director Global Peace Foundation.

Researchers also feel that AI can help to address some of these challenges by providing innovative solutions that can enhance the quality, efficiency, and equity of education in Kenya.

For instance, AI can enable personalised learning for each student, based on individual needs, preferences, abilities and goals.

Using apps, such as chatbots and virtual assistants, learners can interact with students through natural language processing and speech recognition. Learners will be getting answers in voice or other forms, providing feedback and suggestions.

The experts say AI can also generate education content that is fitted to learners using text, images, videos, and other multimedia content that match the curriculum standards and learning objectives.

But education institutions must first give policy guidance on their use to curb the inherent dangers.
“Without institutional guidance of any sort, these technologies are likely to get welded into education systems in unplanned ways with uncertain implications and possible unintended consequences,” observed Tawil.

The global body has been advising schools and universities to be proactive about providing guidance, and helping learners and teachers better understand these technologies and the implications of their use.
Educational institutions, Tawil says, need an agile and iterative approach, or they will forever be trying to catch up with the relentless pace of technological innovation.

Of the institutions surveyed, universities were significantly more likely to have institutional policies or guidance than schools. Approximately 13 percent of the universities reported having some sort of guidance, while only 7 percent of schools did.