The The Educational Artificial Intelligence Strategies
Plans and Applied Practices
Abstract
The study aims to identify plans for employing artificial intelligence in the educational process through a qualitative approach. The research sample included seven educational systems that achieved high results according to the international evaluation of the program. (2018 PISA) These countries are: the United States of USA, Singapore, Estonia, Germany, Finland, Ireland, and Australia
The study found that most educational systems do not have a specific concept of artificial intelligence in the educational process, and there are practical applications at the local level only, and teachers are trained on how to employ artificial intelligence applications in the classroom environment through professional development programs and developing educational programs for students based on intelligence. Artificial intelligence is based on their special needs and provides them with programs that support their learning and employ the use of data in decision-making. It shows the importance of stakeholder participation, and the researcher suggests the need to develop a clear concept of educational artificial intelligence in strategic plans through consultation with stakeholders and provide professional development programs for teachers and circulate them to Professional learning communities.
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References
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29. OECD. (2020a). PISA 2018 Results (Volume V): Effective Policies, Successful Schools, PISA. OECD Publishing. Paris.
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33. UNESCO. )2020(. Global Education Monitoring Report 2020: Inclusion and Education: All Means. the United Nations Educational, Scientific and Cultural Organization. Paris.
34. van der Vlies, R. (2020). Digital strategies in education across OECD countries: Exploring education policies on digital technologies. OECD Education Working Papers No )226(.
2. Andersen, R., Mørch, A., & Litherland, K. (2022). Collaborative learning with block-based programming: investigating human-centered artificial intelligence in education. Behaviour & Information Technology, 41(9), 1830–1847.
3. Baker, R. Siemens, G. (2014). Educational Data Mining and Learning Analytics. In: Sawyer RK, ed. The Cambridge Handbook of the Learning Sciences. Cambridge University Press.
4. Bartow, S. (2014). Teaching with social media: Disrupting present-day public education. A Journal of the American Educ Studies Assoc, 50(1), 36–64. 10.1080/00131946.2013.866954.
5. Cantú-Ortiz, F., Galeano Sánchez, N., Garrido, L. et al. (2020). An artificial intelligence educational strategy for digital transformation. International Journal on Interactive Design and Manufacturing, 14, 1195–1209. doi.org/10.1007/s12008-020-00702-8.
6. Chaudhry, I., Sarwary, S., El Refae, G., & Chabchoub, H. (2023). Time to Revisit Existing Student’s Performance Evaluation Approach in Higher Education Sector in a New Era of ChatGPT: A Case Study. Chaudhry et al., Cogent Education, 10(1).4-30 doi.org/10.1080/2331186X.2023.2210461
7. Chiu, T., Chai, C. Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective. Sustainability,12(5568),1-30 https://doi.org/10.3390/su12145568.
8. Department of Education and Skills of Ireland. (2015). Digital strategy for schools 2015-2020. Enhancing teaching, learning and assessment, www.education.ie/en/Publications/Policy-Reports/Digital-Strategy-for-Schools-2015-2020.
9. Department of Education of the United States. (2017). Reimagining the role of technology in education, National education technology plan update, doi.tech.ed.gov/files/2017/01/NETP17.
doi.org/10.1177/0018726711419539.
10. Drigas, A., & Ioannidou, R. (2013). Special Education and ICTs. International Journal of Emerging Technologies in Learning, 8 (2), 41-47. 10.3991/ijet.v8i2.2514
11. Eldahshan, G. (2017). Qualitative research is an introduction to addressing some aspects of the research crisis in the humanities and educational sciences. Journal of the University of Menofea, 28(108), 1-11.
12. Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2023). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 61(3), 460–474. doi.org/10.1080/14703297.2023.2195846
13. Frankenfield, J. (2020, March 13). Artificial Intelligence (AI). Investopedia. Retrieved from: https://www.investopedia.com/terms/a/artificial-intelligence-ai.asp
14. General for Education, Youth, Sport and Culture. (2019). Education and Training Monitor (Finland). European commission.
15. Guest, G. Bunce, A. Johnson, L. (2006). How Many Interviews are Enough? An Experiment with Data Saturation and Variability. Field Methods, 18 (1), 59–82. 10.1177/1525822X05279903.
16. Hayward, R., & Tuckey M. (2011). Emotions in Uniform: How Nurses Regulate Emotion at Work via Emotional Boundaries. Human Relations, 64 (11),1501–1523.
17. Ireland Department of Education and Skills. (2020). CUMASÚ Empowering through Learning (action plan for education). www.education.i.
18. Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning, Journal of Interactive Media in Education, Carnegie Mellon University, 1-16.
19. Manning, C. (2020). Artificial Intelligence Definitions, Stanford University human-centered Artificial Intelligence.USA.
20. Ministry of Economic Affairs and Communications. (2018). DIGITAL AGENDA 2020 FOR ESTONIA. www.mkm.ee/sites/default/files/digitalagenda2020_final.pdf.
21. Ministry of Education Singapore. )2021(. Educational Technology Plan. https://www.moe.gov.sg/education-in-sg/educational-technology-journey/edtech-plan (Retrieved 31 August 2021).
22. Ministry of Education, Culture, Sports, Science and Technology of Japan. (2019). Promoting measures to utilize cutting-edge technology to support learning in a new era, https://gov-jp.co/en/about/logo/index.htm.
23. Ministry of National Education and Ministry of Higher Education of France .(2018). Digital in the service of the school of trust, https://cache.media.education.gouv.fr/file/08_-_Aout/36/1/DPLUDOVIA_987361. (accessed on 1 May 2020).
24. Mitrovic, A. & Ohlsson, S. (1999). Evaluation of a constraint-based tutor for a database language. International Journal of Artificial Intelligence in Education, 10, 238-256.
25. NSW Department of Education. (2019). Leading Education in a Digital World Schools Digital Strategy handbook 2019–2026. NSW education.
26. NSW Department of Education. (2020). Student Use of Digital Devices and Online Services. NSW education.
27. OECD (2021). 21st-Century Readers: Developing Literacy Skills in a Digital World, PISA. OECD Publishing. Paris.
28. OECD (2021). Adapting Curriculum to Bridge Equity Gaps: Towards an Inclusive Curriculum OECD Publishing. Paris.
29. OECD. (2020a). PISA 2018 Results (Volume V): Effective Policies, Successful Schools, PISA. OECD Publishing. Paris.
30. Selwyn, Neil. (2015). Technology and Education—Why It’s Crucial to be Critical.. New York, NY: Palgrave Macmillan. 245–255.
31. Slay, H., Siebørger, I., & Hodgkinson, C. (2008). Interactive whiteboards: Real beauty or just lipstick? Computers & Education journal, 51(3), 1321–1341.
32. Tuomi, I. )2018(. The Impact of Artificial Intelligence on Learning, Teaching, and Education. Research Centre (JRC). European Commission.
33. UNESCO. )2020(. Global Education Monitoring Report 2020: Inclusion and Education: All Means. the United Nations Educational, Scientific and Cultural Organization. Paris.
34. van der Vlies, R. (2020). Digital strategies in education across OECD countries: Exploring education policies on digital technologies. OECD Education Working Papers No )226(.
Published
2024-09-15
How to Cite
almoray, nouf. (2024). The The Educational Artificial Intelligence Strategies. International Journal of Research in Educational Sciences., 7(4), 71 - 96. Retrieved from http://iafh.net/index.php/IJRES/article/view/476
Section
Articles
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