=Paper=
{{Paper
|id=Vol-3605/2
|storemode=property
|title=Forging Tomorrow's Education: AI Literacy Unveiling and the Exploration of Innovative Learning Pathways (short paper)
|pdfUrl=https://ceur-ws.org/Vol-3605/2.pdf
|volume=Vol-3605
|authors=Imane Elimadi,Nadia Chafiq,Khalil Alqatawneh,Mohammed Talbi
|dblpUrl=https://dblp.org/rec/conf/aixedu/ElimadiCAT23
}}
==Forging Tomorrow's Education: AI Literacy Unveiling and the Exploration of Innovative Learning Pathways (short paper)==
https://ceur-ws.org/Vol-3605/2.pdf
Forging Tomorrow’s Education: AI Literacy Unveiling
and the Exploration of Innovative Learning Pathways
Imane EL imadi1,∗ , Nadia Chafiq1,∗ , Khalil Alqatawneh3 and Mohammed Talbi1,∗
1
University Hassan II, Faculty of sciences Ben M’sick, Casablanca, Morocco
3
Tafila Technical University, PO Box 179,66110 Tafila Jordan
Abstract
This study aims to shape the future of education by examining the dynamic interplay between AI literacy
and the development of creative learning pathways. Our research aims to provide deeper insights into
the perspectives and prospective contributions of a cohort of 100 students at Hassan II University in
Casablanca, Morocco, regarding the integration of artificial intelligence (AI) in education. We explore
the unknown space where AI and learning converge by combining qualitative analysis and in-depth
surveys. By highlighting their opinions, we intend to discover more about how AI is seen by students in
higher education, what it means for their academic paths, and how it may help them get ready for a
quickly changing professional environment. Furthermore, this study looks at the special opportunities
and problems that come up when AI technology reimagines the educational environment. Personalized
learning routes and adaptive grading systems have the ability to completely transform pedagogy. Our
research offers a framework for imagining a world where AI and education are completely linked,
producing a new generation of students who can successfully navigate a constantly shifting global
landscape. All things considered, this study makes a substantial contribution to the conversation on the
changing nature of education and the revolutionary possibilities of AI literacy, all the while emphasizing
the shared vision molded by the perspectives of Hassan II University students.
Keywords
AI literacy, innovative learning, AI integration, educational transformation, AI technologies, pedagogical
innovation, AI’s role in education
1. Introduction
The potential to completely transform how we teach, learn, and get ready for the future is
tantalizingly close at hand thanks to the convergence of artificial intelligence (AI) and education.
Understanding the perspectives and goals of the students who will traverse this changing
educational landscape is crucial as we stand on the cusp of this shift.
Artificial intelligence (AI) integration in education is a shining example of innovation in a
time when technology is constantly expanding the limits of human potential. By focusing on
the opinions of 100 students at Hassan II University in Casablanca, Morocco, this study sets
out on a quest to investigate the dynamic interaction between AI literacy and the evolution of
AIxEDU: 1st International Workshop on High-performance Artificial Intelligence Systems in Education, November 06–09,
2023, Rome, Italy
∗
Corresponding author.
Envelope-Open imaneel678@gmail.com (I. E. imadi); nadia_chafiq@yahoo.fr (N. Chafiq); qatawnehk@gmail.com
(K. Alqatawneh); khayati.youssef@gmail.com (M. Talbi)
© 2023 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
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learning pathways. The future of education will be shaped by these students, who are at the
vanguard of a digital revolution.
We explore their impressions of AI, explore its implications for their educational journeys,
and get a glimpse of how it might help them get ready for a constantly changing professional
environment through a combination of qualitative analysis and thorough questionnaires. Come
along with us as we explore the unexplored territory where AI and learning meet, shedding
light on the revolutionary potential that lies within their shared vision—a future where AI’s
prowess enables a generation to thrive in a world teeming with infinite opportunities
2. Review Literature
Our study’s investigation of AI literacy and novel learning paths is based on a rich tapestry of
ideas, discussions, and insights from the literature on AI in education.
2.1. AI as a Revolutionary Force in Education
Artificial intelligence (AI) is viewed as a transformative force ready to change the face of
education. [1] highlight AI’s ability to personalize learning, adjusting instructional materials
to each student’s needs, encouraging greater engagement, and improving learning results.
[2] provide an example of how AI automates grading, allowing teachers to provide pertinent
feedback and concentrate on deeper interactions with students. Additionally, [3] highlight how
AI has the potential to be inclusive since it can adapt to a variety of learning styles, which is
especially advantageous for children with special needs. According to [4], AI has the ability to
close educational gaps around the world and give impoverished communities access to high-
quality education. These findings highlight how AI has the ability to alter education, offering to
provide more flexible, inclusive, and fair learning environments. AI in education is envisioned as
a catalyst for efficiency and innovation in addition to personalisation and inclusivity. According
to research by [5], AI plays an important part in automating administrative activities, which frees
up educators to concentrate on instructional innovation and personalized support. According
to [6], AI-driven innovations like chatbots and virtual tutors provide students with ongoing
support, expanding learning outside of the typical classroom setting. Furthermore, [7] highlights
the potential of AI for data-driven insights into student performance, enabling preemptive
interventions to avoid learning gaps. These efficiency improvements and novel ideas have the
potential to completely transform the educational process, making it more flexible, interesting,
and efficient.
2.2. The Future of Work and AI
The integration of artificial intelligence (AI) is changing the nature of work, which has drawn a
lot of scholarly interest. According to researchers like in [8], automation anad AI are changing
the nature of work by increasing task automation and changing the skill sets that employers are
looking for. [9] offer insightful analyses of the prospective effects of AI on a range of sectors
and professions, predicting a trend toward more thought- intensive and non-routine work. The
need of skill development and education in preparing the workforce for an AI-driven future
is further highlighted in [10], which also lists job categories at danger of automation. The
literature on the use of AI in the workplace also emphasizes the potential advantages that
AI may have for the workforce. [11] underline how AI can enhance rather than completely
replace human capabilities by providing opportunities. [12] research indicates that AI can
boost productivity and economic growth, especially when properly incorporated into business
operations. Additionally, academics like in [13] call for a comprehensive strategy for workforce
development that incorporates programs for reskilling and upskilling in order to fully utilize AI.
Thus, the literature highlights both the huge opportunities AI offers for enhanced efficiency,
creativity, and economic growth in the future of work while simultaneously acknowledging the
dangers it presents to employment.
2.3. Students’ opinions on AI
It is essential for the successful integration of artificial intelligence (AI) in education to under-
stand student attitudes and perspectives. Siemens and Baker’s (2012) research highlights the
importance of taking student viewpoints into account when implementing AI-driven personal-
ized learning, recognizing that students frequently prefer customized educational experiences.
According to [14], who investigated students’ perceptions of AI-based teaching assistants, they
are generally seen favorably by students, who value their availability and helpfulness. However,
the study by [15] shows worries about the possibility for bias in AI-driven teaching systems,
highlighting the significance of ethical considerations. The body of research emphasizes the
importance of having a comprehensive knowledge of students’ viewpoints, showing both their
enthusiasm for the advantages of AI and the need to address any difficulties and moral dilemmas
that might arise during its use. The readiness and adaptability of students in a technologically
advanced environment are also taken into account in student opinions on AI in education.
According to [16] research, students frequently believe AI improves their digital literacy and
qualifies them for the workplace’s digital requirements. However, as in [17] point out, there
have been concerns voiced regarding an overreliance on AI and the potential undervaluing
of human instructors. Furthermore, [18] emphasizes the value of incorporating students in
the design and development of AI- powered educational tools to make sure they suit their
requirements and preferences in terms of learning. This article tries to answer two important
questions:
1 How does Hassan II University’s undergraduate and graduate student body see artificial
intelligence’s (AI) place in the educational process?
2 How do students think AI will affect their employment in the future?
3. Methodology
This study’s technique was created to provide a thorough examination of students’ views on the
usage of artificial intelligence (AI) in the classroom without the aid of a survey questionnaire.
In- depth, one-on-one interviews with a diverse group of undergraduate and graduate students
from Hassan II University in Casablanca, Morocco, are given priority in this methodology by
using a qualitative research strategy. These interviews will be the main source of data, enabling
us to glean complex perspectives, judgments, and experiences on AI in education. In order to
fully grasp how students view AI’s role in influencing the future of learning, this qualitative
study will be undertaken using thematic coding of interview transcripts
1 Research Design: Qualitative Research: A qualitative research design is suitable since it
emphasizes on students’ perspectives and impressions in addition to the undiscovered
facets of AI and learning
2 Survey: As a quantitative instrument, use a survey to collect structured data about the
views and experiences of students about the use of AI in education
3 3. Participants: Choose a representative sample of 100 Hassan II University students
4. Data Collection
Surveys: Use surveys to get numerical information. Ask questions on students’ perspectives of
AI in education, their level of AI knowledge, and how it could affect their future employment.
https://docs.google.com/forms/d/e/1FAIpQLSd8lZxxoetvIOimu1Qsq5Il-RN1V70K9cmfR69yYC6KvBZtVg
Interviews: To learn more about a subset of participants’ perspectives and experiences using
AI in education, conduct in-depth qualitative interviews with them.
Table 1
Participant Information
Gender Academic Level Experience with AI Number of Participants
Male Undergraduate Limited 25
Female Graduate Moderate 35
Non-binary PhD student Extensive 40
Total 100
Table 1 shows the number of participants overall as well as the breakdown of participants by
gender, academic level, and AI experience.
Table 2
Perceptions of AI in education
Perception Percentage of Respondents
Positive 65%
Neutral 20%
Negative 15%
Students’ opinions about artificial intelligence in the classroom are summed up in the above
table. Of those surveyed, 65% had a good opinion of AI’s role in education, 20% were indifferent,
and 15% had a negative opinion
The advantages of AI in education that respondents identified are shown in Table 3. The
most prominent topic was personalized learning, which was mentioned by 85% of respondents
as being important.
Table 3
Benefits of AI in Education
Benefits Mentioned by Respondents (%)
Personalized learning 85%
Improved resource access 70%
Enhanced efficiency 60%
Innovative teaching methods 45 %
Table 4
Perceptions of AI impact on future employment
Perception Percentage of Respondents
Positive 55%
Neutral 30%
Negative 15%
An overview of students’ opinions about how AI will impact their future careers may be
seen in Table 4 Fifty-five percent of those surveyed had a positive view, thirty percent were
indifferent, and fifteen percent thought negatively.
Table 5
Anticipated AI employment impact
Expected Impact Mentioned by Respondents (%)
Job augmentation 70%
Job displacement 40%
Skill enhancement 55%
New job opportunities 65%
As indicated by the respondents, Table 5 enumerates the expected effects of AI on employment
in the future. The majority (70%) thought AI would increase employment, while 40% thought it
would decrease employment.
5. Discussion
A more comprehensive view of students’ expectations and impressions of artificial intelligence
(AI) in education and its implications for future employment may be gained from the data
shown in the tables. Notably, 65% of respondents, or most students, had a positive opinion of
AI’s role in education, demonstrating an awareness of the technology’s revolutionary potential.
This optimism may stem from the growing use of AI in learning environments to improve
resource availability and individualized instruction. The 20% who indicate neutrality, however,
emphasize the need for more knowledge or the need to monitor AI’s influence before forming
firm conclusions, indicating that there is still need for more awareness and education. In
the meanwhile, 15% of students may be worried about AI upending conventional teaching
techniques or eventually creating a labor shortage. Regarding jobs, 55% of students have an
optimistic view, indicating that they think AI will be able to generate jobs, while 30% take a
neutral position, suggesting that they may have concerns or that they need more information.
The 15% who hold unfavorable opinions could be afraid that AI would cause job displacement.
These varied viewpoints highlight how crucial it is to provide students with comprehensive
programs in AI literacy and job preparedness so they may succeed in an educational and
professional environment that is driven by AI. Beyond the noteworthy results displayed in
the tables, it’s critical to take into account some other contextual data that might improve our
comprehension of the views held by students on the use of AI in education and future work.
First, the increasing integration of AI-driven tools and technology in learning settings is
responsible for the favorable attitudes around AI’s role in education. The advantages of arti-
ficial intelligence (AI) in customized learning, adaptive assessments, and meeting individual
learning preferences may be apparent to students. A more dynamic and interesting learning
environment is the goal of technology- driven educational developments, which are in line with
the significance of better resource access, increased efficiency, and creative teaching approaches.
It appears from the unbiased viewpoints in the work and educational environments that many
students are adopting a practical approach. While they may be receptive to AI advancements,
they exercise caution and look for further data and empirical proof of AI’s effects. These students
may be assessing the advantages against drawbacks and uncertainty. The unfavorable opinions
shared by certain students, especially with regard to future employment, are representative of
the worries and anxieties people have about artificial intelligence’s potential impact on the labor
market. These worries may originate from the idea that artificial intelligence would destroy
employment. In order to allay students’ concerns, it is imperative that they get education on
the potential benefits of artificial intelligence (AI) in addition to equipping them with the skills
and flexibility necessary to deal with a dynamic labor market. The extra background highlights
how student opinions on AI in the classroom and workplace are changing. Positive perspectives
show that AI has great potential, whereas neutral positions and negative viewpoints highlight
the difficulties and uncertainties that come with using AI. As a result, giving students a thorough
knowledge of AI’s potential and constraints as well as supporting their skill development and
flexibility is crucial to preparing them for a world in which AI will become more and more
important. This article answers the questions below:
How does Hassan II University’s undergraduate and graduate student body see artificial
intelligence’s (AI) place in the educational process? Students at Hassan II University have a
generally positive opinion on artificial intelligence’s role in education, as seen by the tables and
talks around the university. The vast majority of students—65%— have a positive opinion of
artificial intelligence (AI) in the classroom and acknowledge its potential advantages, which
include more efficient instruction, better resource access, individualized learning, and creative
teaching techniques. This implies that students value AI’s contributions to the modernization
and enhancement of learning. Nonetheless, a noteworthy 20% of students indicate that they
are indifferent, suggesting that they would need more data or practical experience before they
can make a firm decision. Furthermore, 15% of students have unfavorable views, which may
be an indication of worries about how AI would affect conventional teaching techniques or
employment opportunities in the education industry. How do students think AI will affect their
employment in the future?
The results imply that different Hassan II University students have different ideas about how
artificial intelligence would impact their future careers. The majority, 55%, have an optimistic
outlook and believe AI will increase work chances. They could believe that AI would spur
innovation and create new jobs. Thirty percent adopt a neutral approach, which may indicate
uncertainty or a desire for further knowledge regarding the effects of AI on the labor market.
This group could be wary about the implications and possibilities of AI. 15% of students, however,
voice unfavorable views, which may be attributed to worries about job displacement or the
automation-induced alteration of employment duties. These differing opinions emphasize the
necessity of thorough AI literacy and preparedness programs to get students ready for the
changing job market.
6. Conclusion
In summary, the information gathered from the data and discussions on the expectations and
views of Hassan II University students offers important new perspectives on how they see
artificial intelligence (AI) in the classroom and how it can affect their career aspirations. First,
most students have a positive view of artificial intelligence’s potential in education. This
optimism is consistent with the growing use of AI-powered tools and technology to improve
efficiency, inventive teaching techniques, resource access, and individualized learning. It is
essential to recognize the existence of students who have neutral or unfavorable opinions, as
this underscores the necessity for further instruction and information, as well as the need to
address concerns over the integration of AI in educational environments. Second, there are
differences in the expectations that students have about how AI will affect their future careers. A
significant percentage expresses hope that AI will provide new work possibilities by predicting
its beneficial function in job augmentation. A sizeable neutral group indicates some ambiguity
and emphasizes the need for lucid and insightful talks on AI’s effects on the labor market. The
students who hold unfavorable opinions can be worried about losing their jobs in the future,
which is why it’s important to have proactive skill development and preparedness programs
to allay these worries. Overall, the results show how students have a variety of dynamic
viewpoints, highlighting the significance of encouraging AI literacy, effective communication,
and providing students with the information and abilities necessary to successfully navigate an
educational and professional environment driven by AI. The information demands a thorough
strategy to equip students for the potential and difficulties that artificial intelligence (AI) will
bring to their education and future careers.
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