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Educational Paradigms in the Age of AI: Policy, Efficacy, Application, and Digital Citizenship in Korea

Thu, March 7, 4:15 to 5:45pm, Zoom Rooms, Zoom Room 104

Group Submission Type: Formal Panel Session

Proposal

The progressive advancement of Artificial Intelligence (AI) technologies is revolutionizing the global educational landscape, prompting a profound shift in perspectives, methodologies, and policies. This session presents an elaborate exploration into these complex and dynamic transitions by consolidating varied academic perspectives in an interactive, interdisciplinary dialogue. Featuring four distinctive yet interrelated presentations, our session endeavors to shed light on the diverse aspects of AI’s influence in the educational sector. Delving into its implications for policy-making, its efficacy in enhancing teaching and learning processes, its potential and practical applications, as well as the vital role of cultivating digital citizenship competence, the session aims to provide a holistic understanding of the AI-driven transformations in education.

Our first presentation, titled “A Study on Future Education Policy Tasks Considering Technological Innovation including AI,” embarks on an extensive exploration into how swift technological advancements, specifically AI, are reshaping educational paradigms in Korea. As AI technologies like machine learning and deep learning gain momentum in our increasingly intelligent society, they're becoming instrumental to the Fourth Industrial Revolution, mirroring human intellect and altering various aspects of life, including education. South Korea is keen on fostering an innovative educational model tailored to the digital transformation era, particularly in response to AI's impact. This study aims to rejuvenate AI-based education and strategize its broader adoption in South Korea by focusing on key aspects like “data management and standardization”, “AI digital textbooks”, “AI tutoring systems”, and the “AI assistant teacher system”. Utilizing a comprehensive approach that incorporates previous research insights, a questionnaire, the Borich demand analysis method, and The Locus for Focus model, it evaluates the perception and demand for AI-driven education. The study's findings offer a policy blueprint for future education in South Korea, tackling the challenges and opportunities of AI-based education and providing a roadmap for policy formulation that leverages AI to enhance learning experiences in the digital age.

Continuing this narrative, our second presentation, titled “A Meta-Analysis on the Effectiveness of AI-Based Edtech on Students’ Academic Achievement: Empirical Evidence from Primary to Secondary Education,” presents a deep dive into the impact of Artificial Intelligence (AI)-based Educational Technology (EdTech) on the educational landscape in Korea. Despite widespread assumptions of AI's efficacy in enhancing student learning outcomes, empirical evidence is scant. Our research fills this gap, employing a meta-analytical approach to assess the tangible impacts of AI-based EdTech on student learning. We focus on studies examining the effects of AI-based EdTech on primary and secondary education levels, particularly in mathematics. Our findings reveal a more pronounced positive effect on primary school students, with efficacy amplified when usage exceeds one month, and each session lasts less than an hour. The study also identifies real-time feedback and automated assessment as significant contributors to learning outcomes. In essence, this research provides empirical validation for AI-based EdTech's role in bolstering academic achievement and offers insights into optimizing its use for maximal learning benefits.

Delving further into the realm of AI applications in education, our third presentation, titled “Developing guidelines for using generative AI in educational settings,” offers an examination of the potential and ethical challenges of generative Artificial Intelligence (AI) in education, with a specific focus on models like ChatGPT. Amid rising concerns regarding data privacy, indiscriminate use, opinion manipulation, and security, our study aims to develop practical guidelines for AI's educational application, guided by three key questions exploring AI-related issues, user experiences, and necessary ethical principles for educational contexts. Our extensive literature review and survey among teachers, students, and parents in South Korea revealed a mixed response: while AI’s potential for enhancing education was acknowledged, apprehensions about plagiarism, false information spread, decreased creativity, and privacy persisted. Most respondents also lacked education on AI’s basic understanding, utilization methods, and ethical considerations. Drawing from these insights, we propose guidelines for teachers and students to effectively employ AI across various educational processes, as well as eight guiding principles to address the ethical challenges. With these guidelines and ethical principles, we aspire to facilitate a harmonious future coexistence between generative AI and humanity in the educational sphere.

Our session culminates with the fourth presentation, “A Study on the Development of the Digital Citizenship Competence Assessment Tool,” addressing the critical necessity of nurturing digital citizenship in an AI-dominated world. Through the DCAT, we aim to foster a generation of responsible digital citizens by assessing their competencies across key domains: Digital Safety, Digital Co-existence, and Digital Responsibility. The tool underwent a rigorous validation process involving 319 diverse students and has 36 highly reliable and valid items. Additionally, a condensed 18-item version suitable for younger learners was created. DCAT is designed not only to identify areas needing improvement but also to establish a virtuous educational cycle, reinforcing digital citizenship competencies. It serves as a valuable means to track learning progression before and after exposure to digital citizenship curriculum, thus enabling us to assess educational impact. Overall, DCAT's ability to define and swiftly evaluate an individual's digital proficiency paves the way for customized digital education services and provides a mechanism to appraise the efficacy of educational interventions.

In sum, these presentations emphasize the role of AI as a catalyst in reshaping educational frameworks. This session is aimed at unraveling the complexities and potentialities embedded in our future education, which is intrinsically intertwined with technology, by initiating a knowledge-based, critical discourse among global researchers, practitioners, and policymakers. By fostering such cooperative dialogue, this session aims to direct the course of education enriched with AI, contributing significantly to the ongoing conversation about the future of education in a world progressively governed by AI. This conversation will serve as a form of educational protest, advocating for more just and inclusive educational futures in the face of sweeping technological advances.

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