For centuries, learning has been associated with the teacher-centred model, in which knowledge flows one-way, from the teacher to the learner. In this kind of environment, the notion of authority, standardisation, and rigidity prevailed. Over time, things began to change significantly as the world embraced technologies to facilitate instruction. Currently, the rise of artificial intelligence (AI) is causing major disruptions in pedagogical practices worldwide. As AI becomes ubiquitous, we see more classrooms augmented by artificial intelligence – dynamic, personalised learning spaces where human and machine intelligence meet.
Traditional instructions have been very standardised. Teachers used textbooks, gave assignments, and employed approaches to assessing student achievements. This is all changing as AI enters classrooms in a big way. With AI, it is now possible to use algorithms to create adaptive learning systems that can customise teaching materials to the needs of each student. In this scenario, the role of instructors is evolving dramatically. Rather than merely imparting knowledge to learners, teachers are becoming designers of learning processes. Using AI, computers can undertake routine tasks, grading quizzes and tests, preparing practice problems, and monitoring student performance, allowing instructors to focus more on mentoring and coaching their students and on developing critical thinking skills.
Interactions have always been quite limited in the traditional teacher-centred environment. Learners listened to lectures, took notes, and rarely engaged in meaningful discussions. With the advent of AI in classrooms, there will be lots of room for interactive learning and the exchange of ideas. Through intelligent tutoring systems and conversation AI, students will have the opportunity to interact with instructors and discuss different aspects of a subject, ask questions, get clarifications, and receive feedback. Overall, there is great potential to foster dialogue and learning through AI. However, for interaction through AI to be effective and meaningful, certain pedagogical strategies should be incorporated into its design.
One of the biggest advantages AI brings to classrooms is enhanced student engagement. In many instances, learners do not find classroom activities engaging due to rigid formats, lack of relevance, etc. Using AI technologies, it will be possible to boost student engagement. Interactive and immersive lessons can help make classes much more fun and interesting for students. Predictive modelling and simulations will allow students to actively construct knowledge through experimenting with various scenarios. Thus, there are plenty of ways to keep students engaged through the use of AI.
In this day and age, with the growing use of AI, teachers are facing some challenges. Many people assume that, as AI replaces instructors in performing routine tasks, the role of teachers is becoming obsolete. However, nothing could be further from the truth. Actually, today there is more demand for competent and dedicated educators. Now, instructors need to play roles beyond mere knowledge providers. With the introduction of AI in classrooms, it is essential that teachers mentor students and guide them in navigating an information-rich environment, assessing sources critically, and developing ethical awareness. Moreover, with so much information readily available online, the human ability to judge, evaluate, and contextualise it will play a key role in learning and knowledge construction.
Strategies for AI to become effective in academia require a strategy first. Before anything else, universities and schools will need to clarify how artificial intelligence will be used in teaching, learning, and testing in these institutions. It should become clear whether the institution will rely extensively on AI, incorporate it into a blended learning approach, etc. Moreover, there should be policies regarding academic integrity, ethical use of AI, and data privacy. Educators must be properly trained in the use of AI tools and approaches. They should learn how to integrate artificial intelligence technologies into courses and lessons, how to use them to promote effective learning, how to assess student performances and skills, and so forth. Thus, universities and colleges should offer professional development programmes for faculty.
When using artificial intelligence, it is important to consider the curricular changes needed to ensure AI is used effectively. First, there should be changes in terms of how learners study specific subjects. Students will be expected to use advanced AI technologies in completing their coursework assignments. Second, there should be special emphasis on developing students’ critical, creative, and analytical thinking skills. Access to technology is another problem encountered in many countries when trying to incorporate AI into classrooms. Institutions of learning will need to ensure learners have access to all necessary hardware and software for AI.
To ensure the best possible use of artificial intelligence, institutions should promote interdisciplinary collaboration. Specifically, there must be close cooperation among the departments of computer science, education, humanities, social sciences, and other disciplines. There is a need for a gradual introduction of AI in academic institutions to ensure effective use. Thus, pilot projects will need to be launched to evaluate whether any difficulties arise when using AI. Finally, the institutions should establish ethical oversight procedures for the application of artificial intelligence. On balance, the successful adoption of AI will require a multifaceted strategy, involving numerous steps. There must be a clear institutional AI policy, proper faculty training, and curriculum design adjusted accordingly. Moreover, it will be necessary to ensure that students have adequate access to technology and to promote collaboration between departments. Ultimately, AI adoption initiatives should be piloted and gradually scaled up.
In Bangladesh, there are numerous opportunities and challenges associated with the introduction of AI in classrooms. As a young country, Bangladesh offers tremendous opportunities for AI integration. AI in this country can be used to enhance the quality of education, address teacher shortages, and promote equal access to quality education in underprivileged areas. However, there are certain challenges as well, such as unequal access to technology, inadequate digital literacy, and resource disparities between urban and rural areas.
Overall, Bangladesh must adopt an appropriate strategy to leverage the opportunities AI offers while minimising its challenges. The change from teacher-centred to AI-augmented classrooms marks the onset of a profound change in pedagogical strategies. While there will be many challenges to overcome on this way, the possibilities offered by AI are endless.
The writer is a Professor and former chair, Journalism and Mass Communications, Savannah State University, Georgia, USA. E-mail: sibhuiyan@yahoo.com
