Artificial Intelligence in Innovation: The Future of Education
A Position Paper
Proponents:
Cabarrubias, Carl Stephen I.
Dialang, Krizza Sarah Sheree F.
Egot, Breint Hendrick Y.
Naguinlin, Kirsten Mae B.
Painagan, Bea A.
GRADE 11/ HUMSS THALES
SENIOR HIGH SCHOOL DEPARTMENT
GENERAL SANTOS CITY NATIONAL HIGH SCHOOL
Calumpang, General Santos City
DECEMBER 2024
I. Introduction
Imagine a classroom where every student receives tailored lessons according to
their learning pace, instant support, and challenges designed to unlock their
potential. Artificial Intelligence (AI), as defined by Copeland (2024), is the ability of
computer-controlled machines to mimic human problem-solving and decision-making
—has made this vision possible. Due to the widespread use of AI, it has been
integrated into schools as a form of a helping tool to guide both students and
teachers. Since the majority of the students are from Generation Z, they are more
inclined to the latest trends, and hence, a lot of students use AI mainly because of its
advantages, with this, gathering information with one click of a button is possible in
the technology-driven era.
Critics argue that AI fosters over-reliance on technology and reduces critical
thinking and the loss of human connection. However, while these points are
important, this perspective overlooks the vast potential AI has to enhance learning.
Rather than stalling progress, it provides a critical opportunity to modernize
education. The question is not whether AI should be integrated, but how long
education systems can afford to ignore its potential. AI is becoming increasingly vital
for addressing learning gaps and equipping students with the skills required to
succeed in a rapidly evolving, technology-driven world.
This paper argues that the gap in strategic intervention for effective teaching
methods and the ability of students to understand complex topics and the use of
Artificial Intelligence in education can be helpful for both students and teachers, and
therefore, AI-driven education is a good addition to existing teaching-learning
methods, and it should be implemented.
II. Counterargument
Some argue that Artificial Intelligence in education fosters over-reliance on
technology, reduces critical thinking, and leads to a loss of human connection. A
study conducted by Ahmad et al. (2023) reveals that the factors that affect people
who use AI are loss of human decision-making and making humans lazy because of
relying too much on the usage of AI. Their study implied that implementing AI in
education would be “summoning the devils” and that it would be dangerous to make
use of this tool in a prestigious institution such as educational facilities.
Although the presented argument is valid, this theory excludes the fact that being
in the same learning environment and the same teaching method in schools is not
enough to ensure that a student is learning. Not only does the learning method
matter, but also the pace that the students either put themselves in or try to catch up
with, and some are not successful in catching up which results in drawbacks in
learning and a decreased self-esteem thinking that they are the problem. This
causes both emotional and mental distress in students who try their best to study,
but their learning style or pace they are in does not match their learning environment
and do not have the means to access a personalized learning method.
For example, a student who is considered a “slow learner” by their peers
experiences drawbacks not only socially, but also in their education. Grosspietsch &
Mayer (2021) explain that the truth behind this "neuromyth" or the false or inaccurate
belief about the brain or how it functions is that people have different preferences for
how they like to receive information, such as through visuals or spoken words.
Additionally, AI is a tool that is made to assist people, so why not utilize it for what it
was made for? We might not think about Artificial Intelligence (AI) daily, but it's
woven into our everyday lives. From performing Google searches, checking emails,
and booking doctor’s appointments to navigating routes and receiving personalized
movie or music recommendations, we rely on AI more than we realize. This reliance
became even more evident during the COVID-19 pandemic, highlighting AI's role in
various aspects of life. Its influence spans healthcare, education, communication,
transportation, agriculture, and beyond, making it nearly impossible to navigate
modern society without encountering AI-driven applications. For example, AI is used
in education through various algorithmic applications, including personalized learning
systems that enhance student learning, automated assessment tools that help
teachers evaluate student knowledge, and facial recognition systems that offer
insights into learners' behaviors (Akgun & Greenhow, 2021). With all this considered,
Artificial Intelligence's utility in education proves to be a helpful tool as intended, and
the potential to upgrade educational teaching-learning in this medium is possibly
immeasurable.
III. Argument
Artificial Intelligence will help students who have difficulty understanding their
lessons and learn at their own pace, and students who are fast learners can be
challenged. By this, responses are more specific or simpler for students to
understand and stand as an assistant that guides them through learning. AI is a tool
made to be used, after all. A study conducted by Kim et al. (2020) wherein the use of
Santa, an AI-powered app that focuses on the Test of English for International
Communication (TOEIC), helped students use personalized tests for users. The
study explored how AI-driven interface design impacts Intelligent Tutoring Systems
(ITS). It focused on whether a diagnostic page that summarizes analytics of students'
problem-solving processes and uses AI features effectively could improve student
engagement and participation in learning activities.
Additionally, by letting teachers explore the domain of using AI and how it can be
helpful for them and lift some burden on their shoulders, it gives them more time to
engage with students and assist with their needs about their education and
development and unlock new possibilities for personalizing the learning experience.
As stated by Chan & Tsi (2023) in their research, the research suggests that
teachers can effectively incorporate AI to enhance education without seeing it as a
replacement. Teachers should understand how AI can collaborate with both
educators and students, develop AI literacy, and address concerns such as ethics,
data protection, and privacy. The study also highlights that, despite AI's growing
presence, students continue to value and respect human teachers. Therefore, even
with the usage of AI in education, it is still a tool and not something that can replace
a person’s profession.
Finally, AI can stand as a simulation for students to practice real-world scenarios
and problem-solving in a safe, controlled environment. It enables learners to engage
with complex, dynamic situations, providing immediate feedback and adjustments
based on their actions. This process allows students to explore multiple solutions,
learn from mistakes, and develop critical thinking skills—without the risks or
consequences that come with real-life decision-making. AI's adaptability ensures that
each student experiences challenges tailored to their abilities, making the learning
process both engaging and personalized. AI simulations can prepare students for
future professions by exposing them to job-specific scenarios and challenges. For
example, medical students can practice diagnosing and treating patients, while
business students can simulate decision-making in complex environments. These
tools allow learners to experience the consequences of their decisions and adapt
without the high stakes of real-world mistakes, thus building practical skills. By
offering these controlled yet realistic experiences, AI helps students develop the
critical thinking and problem-solving abilities essential for their careers. In a study by
Anthamatten (2024), AI is highlighted for its ability to create simulated environments
where students can engage in real-world problem-solving and critical thinking. It
emphasizes how AI-driven simulations allow learners to experiment with scenarios
without real-world consequences, providing an opportunity for failure and learning in
a safe space. These simulations are dynamic, adapting to each student’s input,
which enables personalized learning and enhances the development of problem-
solving skills in an interactive and controlled environment. This is why AI utility
should be encouraged in educational institutions.
IV. Conclusion
In conclusion, AI has the potential to transform education by providing support for
slow learners, challenging fast learners, and allowing teachers to save time and
focus on their students' needs. Moreover, engaging with AI prepares students for a
future shaped by technology, equipping them with the skills need to thrive the
modern world. To make this happen, instead of
refusing to adapt to technology, schools should begin utilizing the use of AI for
improving educational practices such as enhancing learning experiences, supporting
teachers in lesson planning, and providing targeted assistance for students with
different learning needs. In that way, students are able to fit into the technology-
driven world and are better prepared for future challenges.
References
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