Page 110 - Izobraževanje v dobi generativne umetne inteligence

Sonja Čotar Konrad in Maja Lebeničnik

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Analysis of International National Guidelines for the Use of Artificial
Intelligence in Learning and Teaching at the Pre-University Level
This paper analyses international guidelines for the use of generative artificial intel-
ligence in education (GEN-AI) in primary and secondary education across Croatia,
Spain, two German regions, Norway, Canada, and the United States. The study ad-
dresses two key research questions: the role and relevance of GUI in teachers’ teach-
ing and its significance for students’ learning.
Through thematic analysis of these guidelines, we identify ambivalent perspec-
tives on the integration of GEN-AI in education. While the documents highlight the
significant potential of GEN-AI for enhancing the efficiency and quality of teaching,
they also underscore the risks and challenges associated with this technology. The
key proposals emphasize the need to revise existing curricula to better integrate
GEN-AI, aiming to foster the achievement of higher-order cognitive skills. Additional-
ly, they stress the importance of lifelong professional development for teachers, par-
ticularly in building competencies related to the use of AI tools and understanding
the ethical, legal, and technical aspects of AI in education.
By reviewing European and international guidelines, this paper underscores the
potential to establish a foundational framework for national guidelines on the use of
GEN-AI in primary and secondary education in Slovenia.
Keywords: international GEN-AI guidelines in education, primary school, secondary
school, Europe, students, teachers

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