Page 41 - International Perspectives on Effective Teaching and Learning in Digital Education

The Panorama of Digital Education in the XXI Century

the challenges and grasp the opportunities presented by AI in education. The
goal should be to harness the power of AI to enhance learning outcomes and
prepare students for a future where AI will be an integral part of their person-
al and professional lives (Blikstein, 13).
One good solution may be integrating AI with existing digital tools, using
this approach we can leverage the strengths of various technologies at the
same time, creating a more comprehensive and effective educational expe-
rience (Zawacki-Richter et al., 19). For instance, combining AI with Learn-
ing Management Systems (LMS) can provide personalised learning paths for
students and adapt to their learning styles and pace (Klašnja-Milićević et al.,
). This aligns with adaptive learning, where AI systems collect student
learning behaviour data and plan the optimal learning path for students
(Huang et al., 1).
Also, integrating AI with digital assessment tools can facilitate more effi-
cient and fair grading processes and release valuable time for educators to
focus on instruction and student interaction (Liu et al., ). AI technolo-
gies such as image recognition, prediction systems, and computer vision can
make teaching evaluations more diverse, scientific, and accurate (Huang et
al., 1).
Similarly, combining AI with collaborative tools can foster a more engaging
and interactive learning environment, promoting critical thinking and prob-
lem-solving skills (Chen et al., 1). The development of virtual reality (VR),
augmented reality (AR), hearing, and sensing technologies with the help of AI
can reform the teaching environment, creating virtual classrooms and labo-
ratories that turn to the future (Huang et al., 1). The combined process of AI
with other digital tools can lead to an enriched learning experience, enhanc-
ing the teaching and learning processes in the digital age (Zawacki-Richter et
al., 19) for the triangle vertex of education: students, educators and parents.
After all, AI will not take out the educator role but has the potential to enrich
student learning and complement the teacher's work without dispensing
with them (Reiss, 1).
Ultimately, education is evolving regarding instructional methods and
anticipation of the skills that must be taught, including previously unrecog-
nised non-cognitive, technological, organisational, and programme adminis-
tration characteristics. AI could assist educators in equipping young students,
undergraduates, executives, or/and digital learners with the necessary skills
to navigate and succeed in this 'new world' of AI and digital transformation.
As we navigate the 1st century, we are witnessing the emergence of new
professions that were unimaginable just a few decades ago. These jobs, many

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