The educational landscape is a truly dynamic space; every so often, a new concept, theory or approach becomes the new “buzzword”. Maslow and Bloom seem to have lost the traction they have held for quite some time and; fresh in the minds of stakeholders in education are: 5Cs, 4Es, STEM/STEAM/STREAM. The 5Cs refer to Critical Thinking & Problem Solving, Communication, Collaboration, Citizenship (global and local) and Creativity & Innovation.
The 4Es are education, experience, exposure, and environment. STEM is Science, Technology, Engineering and Mathematics, STEAM is Science, Technology, Engineering, Arts, and Mathematics while STREAM refers to Science, Technology, Religion, Engineering , Arts, and Mathematics. Even while, ministries and educational institutions at all levels still grapple with the implementation of these approaches, due primarily to the inadequate and inequitable distribution of resources, muddying the already murky waters is the advent of artificial intelligence in the classroom. Artificial Intelligence epitomises the zeitgeist of the 21st century classroom in a way that no other approach has ever done creating quite the stir. Is the use of artificial intelligence an approach that we should be taking in our quest to perpetually transform the 21st century classroom? It is the position of this article that the Caribbean should not rush headlong into the adoption of artificial intelligence without: anticipating and then addressing first the obvious ethical issues associated; creating a robust policy framework and; equipping new and in-service teachers with the skills, competencies and resources to successfully navigate its proper use.
Artificial Intelligence epitomises the zeitgeist of the 21st century classroom in a way that no other approach has ever done creating quite the stir. Is the use of artificial intelligence an approach that we should be taking in our quest to perpetually transform the 21st century classroom?
A snapshot of a Jamaican classroom
The Ethical Conundrum
Discussions surrounding AI took centre stage at the Jamaica Teachers’ Association Education Conference 2024 and Jamaica Teachers’ Association/ Jamaica Diaspora Taskforce Action Network Summit in Education held recently in Miami, Florida. For the most part, the presentations centred around espousing the merits of the implementation of this fascinating tool to transform education. Of great importance to educators was the fact that AI possesses the ability to lessen the workload by eliminating lesson plan creation; the dread of every classroom teacher. In addition, it allows students to be able to complete assignments using AI powered tools quickly and has the potential to add an element of intrigue and fun in the classroom. On the face of it, AI use in education presents an the answer to many problems and anyone who expresses wariness may be viewed as backward, conspiracy theorists. If the conversations were to ascend beyond intellectual pragmatism to the lofty height of common sense however, there are some critical ethical concerns that must be addressed. Huang (2023) lists privacy infringement, data leak risks through “secondary exploitation” stemming perhaps from the monopoly of networking systems as serious possibilities in an AI-led world. Beyond these however, are other concerns that any educator worthy of his or her training must have, including: plagiarism, intellectual property/copyright/trademark infringement, the limitations to critical thinking and; deep learning evidenced by the actual grasp of concepts by students, when the technology is used to generate even very basic ideas for them. Human agency and dignity have been widely accepted since the Enlightenment as tenets to be preserved at all costs and increasingly so with the widespread use of AI technologies.
Policy Framework
A robust policy framework is necessary for the proper implementation and use of AI technology in the classroom and Caribbean governments should take their cues from movements internationally as they seek to develop same. Policy drives change within a sector that is responsible for the largest population of vulnerable persons within our society. UNESCO’s Recommendation on the Ethics of Artificial Intelligence adopted by all member states in November 2021 is insightful in this regard. The preamble of the document recalls “that ethical values and principles can help develop and implement rights-based policy measures and legal norms, by providing guidance with a view to the fast pace of technological development…” (UNESCO, 2021. pg. 3). The Data Protection Act passed in Jamaica in 2024 is a step in the right direction; laying the groundwork for coverage of some of the issues associated with the use of Information Communication Technologies generally, and to some extent covering AI associated issues. The Act seeks to define data protection; classify holders of such data and regulate the extent to which one’s data may be requested of any person/agency and; stored to protect one’s privacy. The Ministry of Education, through its various agencies and departments must go beyond this basic framework however and begin strategic consultation with other stakeholders to determine:
- Which AI tools are acceptable for use in the classroom.
- The parameters within which students are able to generate and submit assignments and research using AI.
- Specific requirements for assessment by educational institutions for AI generated assignments and research.
- Curriculum/courses for training of in-service teachers and students within teacher training programmes.
A robust policy framework is necessary for the proper implementation and use of AI technology in the classroom and Caribbean governments should take their cues from movements internationally as they seek to develop same. Policy drives change within a sector that is responsible for the largest population of vulnerable persons within our society. UNESCO’s Recommendation on the Ethics of Artificial Intelligence adopted by all member states in November 2021 is insightful in this regard.
Teacher Training
Critical to any success in education is the quality of the teacher; even within a 21st century understanding of the role as facilitator rather than arbiter of knowledge. While the majority of practitioners in Jamaica meet the minimum standard of a degree for practice within the sector, ongoing professional development to meet the changing face of education is the only way for the sector to be on the cutting edge. Several universities, colleges, the Jamaica Teachers’ Association and the Jamaica Teaching Council have started conversations regarding the use of AI, particularly in relation how to use the available tools. The conversations with only a few exceptions, seem to be geared toward a sensitisation for acceptance of AI as part of the regular classroom. However, none of them as yet, offer programmes that specifically focus on AI, to include the ethics of its use in the classroom.
Critical to any success in education is the quality of the teacher; even within a 21st century understanding of the role as facilitator rather than arbiter of knowledge. While the majority of practitioners in Jamaica meet the minimum standard of a degree for practice within the sector, ongoing professional development to meet the changing face of education is the only way for the sector to be on the cutting edge.
Several Asia-Pacific countries have implemented AI use as a regular part of the classroom experience including Thailand. Dr. Libing Wang (Chief of the section of Education and Skills at UNESCO) in an interview underscored the importance of teacher training as an important aspect of its implementation, placing specific emphasis on the ethical issues that accompany the technology in the classroom (UNESCO, 2024). The UNESCO signed document on AI recommends that all public bodies, agencies and educational institutions, conduct research and then take the necessary steps guided by the sound information garnered. (UNESCO, 2021). As one of the 193 signatories, the government of Jamaica through The Ministry of Education must urgently indicate the need for course development and implementation of AI-related research and development in the 4- year teacher training and postgraduate diploma programmes across the system.
Conclusion
AI technologies are no doubt useful for education. Students and teachers are able to transform the traditional classroom from abstract to live within a split second. The life of the Jamaican teacher will probably never be the same again as these technologies become commonplace. However, it is time for the education sector to be proactive rather than reactive to changes in the education landscape. It is also time that we carve for ourselves a kind of education system that is based on our moral values and ethics and that takes into account our cumulative historical experiences and legacies: a comprehensive philosophy of education. Since the Negro Education Grant (1835) designed to perpetuate inequalities in education, we have simply added every new idea and concept from across the world. Given the two contrasting education systems revealed by the Patterson-led Report (2021): one where 10% of schools functioned well and the remaining 90% limps along, we must determine whether or not we want to rush headlong into AI implementation without first laying the groundwork.
AI technologies are no doubt useful for education. Students and teachers are able to transform the traditional classroom from abstract to live within a split second. The life of the Jamaican teacher will probably never be the same again as these technologies become commonplace. However, it is time for the education sector to be proactive rather than reactive to changes in the education landscape. It is also time that we carve for ourselves a kind of education system that is based on our moral values and ethics and that takes into account our cumulative historical experiences and legacies: a comprehensive philosophy of education.
References
Huang, L. (2023). Ethics of artificial intelligence in education: Student privacy and data protection. Science Insights Education Frontiers, 16(2):2577-2587.
UNESCO. (2024). How Generative AI is Re-shaping Education in Asia-Pacific Countries.
UNESCO. (2023). Recommendation on the Ethics of Artificial Intelligence.
https://www.unesco.org/en/articles/recommendation-ethics-artificial-intelligence
The Reform of Education in Jamaica. (2021).
Melissa Beckford is a classroom teacher of History and Caribbean Studies, President of the History Teachers’ Association of Jamaica and is pursuing a PhD in Cultural Studies.