Artificial Intelligence in the Service of Learner-Led Education and the Teacher's Transformed Role
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| Title: | Artificial Intelligence in the Service of Learner-Led Education and the Teacher's Transformed Role |
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| Language: | English |
| Authors: | Philip Uys, Mike Douse |
| Source: | Educational Planning. 2025 32(2):31-41. |
| Availability: | International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Artificial Intelligence, Technology Uses in Education, Teacher Role, Curriculum, Feedback (Response), Individualized Instruction, Socialization, Ethics |
| ISSN: | 1537-873X |
| Abstract: | Education is undergoing a fundamental transformation, necessitated and made possible by contemporary technology, notably Artificial Intelligence. Central to this transformation is the realisation that the post primary learners will lead in terms of what each will study, how, where, when and to what purpose. This will entail a refocussed and enhanced role for teachers, requiring and enabling them to perform more professionally rewarding activities than is presently the case. This paper suggests how Artificial Intelligence may enable each element in this forthcoming educational configuration to flourish. It outlines the form, nature and performance of AI in relation to (a) the ability of learners to lead their learning; (b) curriculum and the availability of courses and learning materials; (c) the teacher's transformed role, emphasising meta roles, guidance, personal feedback and encouragement; (d) linkages with the evolving world of work; and (e) social, ethical, equity and other implications. Essentially, the challenge is not one of describing how AI may contribute to current educational patterns and philosophies but, rather, that of enabling and optimising the totally transformed educational arrangements made inevitable and feasible by AI itself. Educational planners, let it be emphasised, are critical to the efficacious meeting of that all-encompassing challenge. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1472278 |
| Database: | ERIC |
| Abstract: | Education is undergoing a fundamental transformation, necessitated and made possible by contemporary technology, notably Artificial Intelligence. Central to this transformation is the realisation that the post primary learners will lead in terms of what each will study, how, where, when and to what purpose. This will entail a refocussed and enhanced role for teachers, requiring and enabling them to perform more professionally rewarding activities than is presently the case. This paper suggests how Artificial Intelligence may enable each element in this forthcoming educational configuration to flourish. It outlines the form, nature and performance of AI in relation to (a) the ability of learners to lead their learning; (b) curriculum and the availability of courses and learning materials; (c) the teacher's transformed role, emphasising meta roles, guidance, personal feedback and encouragement; (d) linkages with the evolving world of work; and (e) social, ethical, equity and other implications. Essentially, the challenge is not one of describing how AI may contribute to current educational patterns and philosophies but, rather, that of enabling and optimising the totally transformed educational arrangements made inevitable and feasible by AI itself. Educational planners, let it be emphasised, are critical to the efficacious meeting of that all-encompassing challenge. |
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| ISSN: | 1537-873X |
