By: Lina Khair Rahme and Rasha Halat
November 6, 2023
This is Part 1 in a two-part series.
Introduction to AI’s Role in Education
Artificial Intelligence (AI), a concept once restricted to science fiction, is now deeply embedded in various aspects of our daily lives. From our healthcare systems to entertainment mediums, AI has become an integral part of our lives. However, its most profound impact might be observed within the boundaries of our classrooms. Understanding this impact is not just about grasping AI’s capabilities; it’s about preparing the next generation to think critically, innovatively, and ethically about this transformative tool (Poole & Mackworth, 2017; Althal & Silver, 2023).
Generative AI models, like ChatGPT, epitomize this shift in education, presenting educators with unparalleled opportunities alongside unprecedented challenges. As such, it is imperative for educators to not only integrate these tools into the learning environment but also to equip students with the needed critical thinking and ethical discernment skills, thereby ensuring that the next generation is prepared to navigate the complexities of the AI-driven world both skillfully and responsibly.
The Imperative of Critical Thinking in the AI Age
Critical thinking is a foundational skill for the 21st century, particularly in an era where AI technologies are rapidly evolving (Pelletier et al., 2021). Students need to be equipped not just with computational skills but also with the ability to think critically about the ethical and societal implications of AI. According to Wong (2023), AI can serve as an unparalleled tool to engage students critically. For instance, AI-powered platforms can simulate real-world scenarios that require ethical decision-making, thereby providing students with a safe space to practice ethical considerations and critical thinking (Aithal & Silver, 2023).
In today’s AI age, one of the paramount critical thinking skills is the ability to discern between genuine information and wrong information presented as either misinformation (unintentionally false information) or disinformation (deliberately false information). With the proliferation of Generative AI, which can produce convincing yet entirely fabricated content, this skill becomes even more crucial. As AI technologies continue to evolve, individuals in general and students, in particular, must be equipped with the skill to critically evaluate the authenticity and credibility of information, ensuring they are not misled by algorithmically generated content.
Challenging AI: Activities to Counteract Misinformation and Bias
As AI’s influence spreads further, so do the risks associated with misinformation and inherent biases. To effectively tackle these challenges, educators can incorporate various strategies. Some of the easy-to-implement strategies in every classroom are the following:
- Bias Recognition Workshops: Use AI-generated content to let students identify and rectify biases. For example, you might ask them to check photos generated by an AI tool for certain biases. The three pictures above were generated by an AI tool, wepik (https://wepik.com/ai) when asked to give images of a mechanical engineer on site.
- Fact-Checking with AI Tools: Get students engaged with AI-driven fact-checkers and challenge them to validate or refute their findings, teaching them the importance of multiple source verification. For example, students could be presented with a set of statements – some true, some false. They could then use platforms such as ClaimBuster (https://idir.uta.edu/claimbuster/) to verify the statements. After using the AI tool, they would be encouraged to cross-check their findings using traditional research methods and engines. For instance, if a statement claims, “The honeybee is the only insect that produces food consumed by humans,” students would validate or debunk this using both the AI tool and further research. Through such tasks, students can evaluate varying perspectives and form well-informed opinions (ITU News, 2022).
- AI Misinformation Challenges: Share with students AI-generated material that is a mix of both truths and fabrications. Tools like OpenAI’s GPT series or DALL·E can produce convincing written and visual content while Deepfakes Web can produce convincing image, audio, and video hoaxes. Once the teacher shares the material, students can be given the task of determining which are genuine and which are fabricated. This challenge can be made more intriguing by incorporating current events or popular culture themes. For instance, if there’s a trending topic about a celebrity or world event, mix real articles with those spun from AI, making students critically evaluate their authenticity. Post-exercise discussions can revolve around the strategies they used to discern fact from fabrication, reinforcing the skill of critical discernment.
- Study Real-World AI Missteps: Teachers can introduce students to instances where AI made mistakes. For example:
- Microsoft’s Tay Chatbot: Launched on Twitter (now X), it quickly began to post inappropriate comments after being influenced by certain users.
- Image Recognition Mistakes: Some AI software has wrongly identified objects or people because of biases in their training data.
For an engaging activity, students can be grouped to explore one AI mistake in detail. They can discuss why it happened, its impact on society, and how it might be prevented in the future. By the end of the activity, each group can present their findings, helping the entire class grasp the complexities of AI in real-world scenarios.
Ethical Implications and Safeguards
AI’s promise is vast, but so are its challenges. UNESCO’s guidance note on using AI in education and research (2023) highlights the significance of preserving humanistic values, ensuring these powerful tools are utilized while still safeguarding and respecting human agency, equity, and cultural diversity. To do so, the guidance note recommends the following:
- Adopting a Human-Centered AI Approach: The 2021 AI Ethics Recommendation stresses AI’s role in nurturing human capacities for an equitable future, rooted deeply in human rights and cultural inclusion.
- Developing Regulatory Mechanisms: As AI evolves, so should our governance. Different countries and academic institutions must proactively design frameworks that balance innovation with ethical considerations, ensuring AI still serves us as humans without compromising core values.
- Empowering Educators: The nexus of successful AI integration is educators. Beyond being mere facilitators, educators today need to be proficient navigators, guiding students through the multifaceted AI landscape.
Concluding Reflections
The trajectory of AI use in education is undoubtedly upward. As educators and stakeholders, our responsibility is monumental. Engaging students critically with AI is not just a pedagogical choice but a societal imperative. As AI technologies continue to shape our world in complex ways, understanding the ethical dimensions is just as important as understanding the technical aspects. Educators and policymakers alike must rise to the challenge of preparing the next generation for a future where AI and human intelligence coexist, complement, and elevate each other. As AI technologies mature and seep deeper into educational systems, the real challenge lies in harnessing their potential to cultivate informed, critical, and ethical thinkers for tomorrow.
References
Aithal, V., & Silver, J. (2023). Enhancing critical thinking skills with AI-assisted technology. Cambridge. Retrieved from https://www.cambridge.org/elt/blog/2023/03/30/enhancing-learners-critical-thinking-skills-with-ai-assisted-technology/
ITU News. (2022, May 2). How AI can help fight misinformation. ITU Hub. Retrieved from https://www.itu.int/hub/2022/05/ai-can-help-fight-misinformation/
Pelletier, K., Brown, M., Brooks, D. C., McCormack, M., Reeves, J., Arbino, N., … & Mondelli, V. (2021). 2021 EDUCAUSE horizon report teaching and learning edition. Retrieved from https://www.learntechlib.org/p/219489/
Poole, D., & Mackworth, A. (2017). Artificial intelligence: Foundations of computational agents. Cambridge University Press. https://www.cambridge.org/highereducation/books/artificial-intelligence/F90A3CDD1D34B6FF3B6235B1B3D9F0C1#overview
United Nations Educational, Scientific and Cultural Organization. (2023). Guidance for generative AI in education and research. UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000386693
Wong, J. (2023). Fostering Creativity and Critical Thinking with AI in Education. SpacesEDU. Retrieved from https://spacesedu.com/en/blog/fostering-creativity-and-critical-thinking-with-ai-in-education/