This book examines the ongoing emergence of generative artificial intelligence (GenAI) in education. It focuses both on the potential and effects of GenAI and on its limitations, risks and challenges. Particular emphasis is placed on the impact that GenAI has on pedagogy and knowledge assessment across a range of educational fields and disciplines, as well as on teacher preparation, development, productivity and workload.

While artificial intelligence has gradually penetrated the field of education over the last 30 years, the emergence of GenAI which we are now witnessing is changing the game. From a perspective that transcends national specificities, the analyses address all levels of education as well as the development of education policies. In terms of epistemology and methodology, the work draws on a variety of research frameworks (theoretical, conceptual, empirical) and methodologies, including qualitative, quantitative and mixed-methods research.

This work offers a series of suggestions and recommendations, as well as avenues for future research in a range of areas, including AI/GenAI literacy, teacher preparation and development, curriculum updating, pedagogy, knowledge assessment, teacher effectiveness, learner development, education policy and ethics. It also warns of the risks posed by GenAI, particularly in terms of deskilling, breaches of data privacy and research integrity, bias, social justice, ecological sustainability and loss of meaning of the teaching profession.

Provides in-depth research-based insights into educational GenAI Addresses GenAI at all education levels and for all education stakeholders Highlights the perspectives of educational GenAI for educators and technologists alike

Autorentext

Professor Guy Tchibozo holds a Ph.D. in Economics. From 1990 to 2020, he worked at the universities of La Réunion, Limoges, and Strasbourg (France), serving first as an Associate Professor in Economics and then as a Full Professor in Education. His teaching focused on the economics and politics of education and the labor market. He was also, in parallel, an expert with the European Centre for the Development of Vocational Training (Cedefop, in Thessaloniki, Greece), between 2007 and 2020. He is currently pursuing his research at LISEC UR2310, the educational research center at the University of Strasbourg. Professor Tchibozo has a long-standing research interest in education policy and quantitative analysis, focusing particularly on dynamics analysis and vocational education and training, including educational innovation. He has authored numerous books and journal articles . Since 2023, he has been paying particular attention to the development of generative artificial intelligence in education. Professor Tchibozo is also the Director of Analytrics and the Editor of Education Thinking .

Inhalt

Introduction.- Part I. AI and Teachers Needs and Ways for Readiness.- Chapter 1. Bridging the Gap: Exploring the Aspirations and Realities of AI Acceptance Among Secondary School Teachers in Luxembourg.- Chapter 2. What is AI? The Need for AI Literacy in Education.- Part II. Improving Pedagogy and Instruction Potential and Issues.- Chapter 3. Enhancing Academic Discourse through AI-Enabled Transmediation in Literacy Education.- Chapter 4. Information Literacy in the Age of Large Language Models.- Chapter 5. Could Human Pose Estimation Enhance Teaching & Learning in Physical Edu-cation?.- Chapter 6. Towards AI Didactics: Call for Teachers to Train Large Language Models for Research Writing in Higher Arts Education.- Chapter 7. Updating the Research-Teaching Nexus Framework in the Age of Generative AI: Prioritizing GenAI-Proof Research Tasks.- Chapter 8. Empowering Educators: The Evolution of AI-Enhanced Simulations in Pre-Ser-vice Teacher Preparation.- Part III. Planning Lessons, Assessing Knowledge, Increasing Productivity, and Reducing Burnout.- Chapter 9. Artificial Intelligence as a Collaborative Lesson Planning Tool for Novice Teach-ers: Emerging Perspectives.- Chapter 10. Empowering Teachers through AI-Generated Lesson Plans.- Chapter 11. Exploratory Study on the Use of Chatbots in Higher Education as Support for Teachers' Assessment and Feedback of Written Assignments.- Chapter 12. Identifying AI Effectiveness: Grading Elementary Writing.- Chapter 13. Teacher Perspectives on Using Artificial Intelligence for Improving Productiv-ity.- Chapter 14. Utilizing AI in order to Mitigate Teacher Burnout.- Part IV. AI and Students Identity Formation and Perceptions.- Chapter 15. AI in Education and its impact on Student Identity Formation.- Chapter 16. Future Teachers and AI: An Analysis of the Notions Education Students at Beth-lehem University Have on the State and Role of AI in Education Now and in Their Future Educational Practices.- Part V. Policy Perspective and Critical Step Back.- Chapter 17. Generative AI's Role in Advancing Education in Developing Countries.- Chapter 18. Critical Artificial Intelligence Literacy: A Reflective Socio-Analysis on AI-Driven Education and Unemployment.- Conclusion.