Technological Evolution, Educational Transformation and the Promise of Artificial Intelligence
DOI:
https://doi.org/10.47604/ajep.3753Keywords:
Technological Evolution, Artificial Intelligence, Education System, Educational Transformation, Exploratory SequentialAbstract
Purpose: The purpose of this study was to provide a historical overview of technological evolution and its impact on education, as well as to explore how artificial intelligence (AI) is likely to influence schools, classrooms, and the teaching and learning processes.
Methodology: The study was guided by systems theory as postulated by Ludwig von Bertalanffy in the 1940s. An exploratory sequential research design within the mixed-methods approach was adopted. The target population comprised 7,466 Bachelor of Education students from a public university in Kenya. A sample of 423 students comprising 384 questionnaire respondents, 12 interview respondents, and 27 focus group discussion respondents was selected using stratified, proportionate, simple random, and purposive sampling techniques. Data were collected using questionnaires, interview schedules, and focus group discussion (FGD) guides. The reliability of the questionnaire was established using Cronbach’s alpha, which yielded a reliability coefficient of 0.83. Qualitative data were analysed thematically while quantitative data were analysed using descriptive statistics such as frequencies and means and presented using tables.
Findings: The findings indicated that, if current patterns of AI use persist, school and classroom attendance may decline. AI is also likely to replace some clerical jobs in schools. Additionally, students may experience reduced concentration in classroom activities and increased reliance on AI, potentially affecting their memory. Moreover, while AI may enhance the efficiency and effectiveness of learning and teaching, it may also encourage academic dishonesty and foster over-reliance among both learners and teachers, which would make them lazy.
Unique Contribution to Theory, Practice and Policy: Consequently, based on the research findings, this study recommends that both learners and teachers be trained in the responsible use of AI. Teachers should also devise authentic assessment strategies that accurately reflect learners’ abilities. Furthermore, policies should be developed to guide the integration of AI in education systems in order to equip learners with relevant skills for an AI-driven society. Additionally, learners and teachers should always use AI as a tool instead of using it as a shortcut.
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