Page 86 - Izobraževanje v dobi generativne umetne inteligence

Lucija Brezočnik, Grega Vrbančič in Vili Podgorelec

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UNESCO. (2023). Guidance for generative AI in education and research. https://doi.org
/10.54675/ewzm9535
Zhou, Z. (2021). Emotional thinking as the foundation of consciousness in artificial
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Current State of Generative AI in Education from a Regulative Point of View
Artificial intelligence, which mimics human cognitive activities such as problem-solv-
ing, learning, thinking, and decision-making, has emerged as a transformative tech-
nology and is already transformi
ng industries, economies, and societies, irreversibly changing the way we live. Gen-
erative AI has received an especially extraordinary welcome from the widest possi-
ble audience, by mimicking the broad range and complexity of human thinking and
thus enabling machines to perform various intellectual tasks at a human-comparable
level, but at a much faster rate, without getting tired or bored, and with a virtually in-
finite set of data and information at its disposal. With its ability to create texts, images,
sounds, and videos that resemble human creativity, it represents a technology with
extraordinary potential for substantial changes in established methods of learning
and teaching. However, while it generally brings many opportunities for innovation
and improvement in education, it is also very important to be aware of the challeng-
es it brings and to strive for responsible and ethical use of this technology. In this
chapter, we, therefore, present an overview of existing approaches to regulating the
use of AI in different countries around the world and offer a general framework for
generative artificial intelligence in education, outlining the main reasons and possi-
ble ways for its regulation.
Keywords: generative artificial intelligence, education, regulatory framework, pro-
posed framework for generative artificial intelligence in education

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