Page 154 - Izobraževanje v dobi generativne umetne inteligence

Saša Mladenović

ce« (Rajaraman, 2014), marking the establishment of AI as a distinct field of
study. Today, one of the most advanced applications of AI is Generative AI, a
technique designed to mimic human communication by creating text, ima-
ges, or other content based on patterns learned from vast datasets (Gatla et
al., 2024).
The rapid emergence of artificial intelligence (AI) tools in the educational
landscape presents both opportunities and challenges that demand critical
exploration (Rizvi, 2023). Among these advancements, Generative AI (GEN-AI)
tools have gained significant traction due to their multimodal capabilities,
enabling both students and teachers to generate diverse forms of content.
This technological evolution promises to transform traditional pedagogical
methods, yet its implications on teaching, learning, and the broader educati-
on ecosystem remain underexplored (McGrath et al., 2024).
While AI conversational models and generative tools offer unprecedented
support in educational settings, their widespread adoption also raises cri-
tical concerns. From a teacher’s perspective, the omnipresent capability of
generative AI to provide extensive, immediate knowledge can foster feelin-
gs of inadequacy—leading educators to question their role in a landscape
where AI seems omniscient. Similarly, from a student’s perspective, there is
a growing perception that learning might become obsolete, as GEN-AI tools
appear to offer instant solutions to any problem or answer to any question.
These attitudes risk undermining the core values of education: fostering cre-
ativity, curiosity, and a deep understanding of knowledge through effort and
engagement.
The danger of a purely consumer-based education system, where knowled-
ge is readily available without the rigour of critical thinking and problem-
-solving, is another pressing concern. While regulatory frameworks for AI in
education are being developed, they often fail to address the underlying pe-
dagogical shifts necessary to integrate AI effectively into teaching and lear-
ning. Without a new approach to teaching about, for, and with GEN-AI, such
regulations may ultimately prove insufficient.
This paper adopts a critical perspective on the role of GEN-AI in education,
emphasising the importance of recognising these tools as aids, not substi-
tutes, in the learning process. It argues for a balanced approach that inte-
grates GEN-AI into education while maintaining a human-centric focus on
creativity and intellectual growth. To this end, this study examines current re-
gulations and best practices, with a particular focus on the Croatian context,
and proposes a framework for addressing the evolving trends in generative
AI education.

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