Rapid developments in artificial intelligence have made the technology part of daily life, inevitably affecting education alongside opportunities and risks that require knowledge and training for all involved in the pedagogical process.
The Education Ministry has published a policy document and guidelines for responsible and ethical use of artificial intelligence in primary and secondary education, establishing a framework to ensure AI contributes positively to the educational process for the benefit and welfare of students, teachers and parents.
The ministry notes AI may offer opportunities for new learning experiences, enhancing creativity and automating administrative procedures, whilst raising serious concerns. Questions include how to safeguard student data privacy, how to avoid biases potentially embedded in algorithms, and how to protect children from risks of excessive technology dependence and social isolation.
Opportunities and challenges
AI can support teachers by offering tools for assessment, adapting learning material to each student’s needs and developing new pedagogical methods. Students can acquire critical thinking and digital skills.
However, AI requires teachers to re-examine traditional roles, stay continuously informed and function as guides and mentors.
“A balanced approach is required so technology does not replace the interpersonal relationship between teacher and student but offers empowerment opportunities,” the ministry document states.
The policy establishes a particularly important principle: “The teacher maintains the central role in guiding students, using AI to enrich and not replace human interaction and critical thinking.”
Beyond these issues, AI use in education raises other matters including age restrictions on AI tool use and equality in technology access, ensuring no student faces risks or falls behind.
The policy clarifies that AI systems should be used with justice, ethics and responsibility in mind, with environmental protection awareness and without promoting education commercialisation.
AI literacy to enter curriculum
AI use by teachers is not deemed mandatory, as independent research on its pedagogical benefits and safe use remains ongoing.
However, the ministry is promoting AI literacy inclusion in the curriculum, entailing development of capabilities pursuing cultivation of attitudes concerning ethical and responsible application of AI knowledge and skills, acquisition of knowledge about AI including its historical evolution and impacts on people, environment and employment, and development of skills in using or developing AI systems.
The ultimate aim is smooth transition to the complex digital world whilst safeguarding human rights and welfare.
Fundamental policy principles
The fundamental principles governing the ministry’s AI policy are:
Human-centred approach: AI systems are technologies that must be designed to support people, their activities and needs, without exclusions and with equal access for all.
Literacy and critical thinking: Essential prerequisites for responsible, ethical and effective AI use by teachers and students.
Pedagogical utilisation: AI systems in education, if used, must align with the curriculum and with principles and guidelines governing educational technology development and use, documenting their pedagogical added value.
Human contribution: Data and experience from user activity, with their consent as a basic prerequisite, continuously feed AI systems.
Ethics, compliance and protection: AI system use in education must harmonise with recommendations and regulations to ensure both quality education and human rights, personal data protection, privacy, protection from all forms of discrimination and exclusion, and sustainability.