Page 80 - International Perspectives on Effective Teaching and Learning in Digital Education

Vesna Ferk Savec and Sanja Jedrinović

Figure 2 Mapping the Total Number of Targeted SDGs Through the Implementation of AIEd
Tools in the Pedagogical Process.

The more detailed analysis following the categorisation of the SDGs using
the KLASIUS-P classification indicates differences between the areas of edu-
cational activity (Table 3).
The further analysis of the reported practices according to their KLASIUS-P
classification, the role of AI in the pedagogical process and the AI tools used
is presented in Table 4.
Table 4 shows that in 4 reported practices, the implementation of AIEd
tools targeted Society and Economy sustainable development pillars, while
in a further two reported practices the Environment pillar was also addressed.
Table 4 shows that among the SDGs that fit into the pillar Society of sustain-
able development, SDG 4 (Quality education) is the most frequently targeted
SDG and appears in all 6 reported practices. This shows that AI has great
potential to improve the quality of education, provide personalised learn-
ing tools and act as an effective assistant for teachers and students. AI tools
such as ChatGPT, Midjourney and intelligent tutoring systems are central to
changing educational practice. SDG 11 (Sustainable Cities and Communities)
and SDG 16 (Peace, Justice and Strong Institutions) are also often supported
by the assistance of AI tools. The role of AI in these practices includes improv-
ing the quality of education for diverse communities and providing accessi-
ble information, which helps to reduce inequalities and promote peaceful,
inclusive societies.

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