Reflective perspectives on generative AI in education: high school teachers' insights on tasks, benefits, and harms

Abstract

In the evolving field of educational AI, current guidelines emphasize the child's rights, balancing the right of provision, protection, and participation. This approach is particularly relevant when considering generative AI, which, despite its potential for enhancing personalized learning and engagement, also raises concerns about privacy, bias, and over-reliance on digital tools. A study involving ten high school teacher teams designing AI-supported tasks revealed both the educational benefits and ethical challenges. The teams, through a reflective design process, appreciated AI's role in fostering creativity and efficiency but also expressed concerns regarding its environmental impact and the potential to perpetuate biases. This dual perspective underscores the need for ongoing research and cautious, inclusive design practices to harness AI's educational benefits whilemitigating its risks.