Challenges for Competence-Oriented Education in the Context of the Development of Artificial Intelligence Systems

IF 2.6 4区 经济学 Q3 BUSINESS
R. Zaharia
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引用次数: 1

Abstract

stage of future primary and secondary teachers in Romania. Through quantitative exploratory research, carried out on a sample of 270 students from the Faculty of Education, Social Sciences and Psychology, the subjects' interaction with Artificial Intelligence and the intention to integrate Artificial Intelligence in education were investigated, using binary logistic regression. The analysis shows that, among the six variables of the model, “confidence in one's ability to use Artificial Intelligence” and “perception of a greater number of advantages” have a positive and significant impact on the willingness to use Artificial Intelligence in the educational process, more than 'previous use', 'level of knowledge' or 'student requirements'. These results are of particular importance for the revision of teacher education programs and the development of educational policies that increase future teachers' confidence in the ability to use Artificial Intelligence, eliminating fears or misconceptions about Artificial Intelligence in education. (ii) Artificial Intelligence and the modelling of teachers’ competencies explores educators' perspective on their own role in shaping skills and presents educators' perceived challenges and key measures in the context of expanding Artificial Intelligence. Thus, teachers' positive attitudes toward Artificial Intelligence significantly influence cognitive, fundamental, and educational management competencies. The research highlights key challenges to integrate Artificial Intelligence into education, including the imperative of professional development for educators and ensuring equitable access to educational resources and technology. The study advocates for initiatives to bridge the digital divide and integrate Artificial Intelligence education into school curricula. (iii) Quantitative evaluation of willingness to use Artificial Intelligence within business and economic academic environment analyzes the state of information, use and availability of use of Artificial Intelligence in the economic and business university environment, according to Romanian teaching staff opinions. The research aims to identify the advantages, disadvantages and how Artificial Intelligence is used on the teachers’ personal initiative in research, teaching, and evaluation activities. The results of the study identify the aspects that can optimize the processes of education - research, teaching, evaluation and learning to meet the increased dynamics of the use of Artificial Intelligence in the economic academic environment in Romania. Also, the advantages associated with the use of Artificial Intelligence systems and the solutions proposed to maximize the benefits brought by Artificial Intelligence in research, teaching, evaluation activities in the opinion of teachers are highlighted.
人工智能系统发展背景下以能力为导向的教育所面临的挑战
罗马尼亚未来中小学教师的阶段。通过对教育、社会科学和心理学系的 270 名学生样本进行定量探索性研究,使用二元逻辑回归法调查了受试者与人工智能的互动以及将人工智能融入教育的意向。分析表明,在该模型的六个变量中,"对自身使用人工智能能力的信心 "和 "对更多优势的感知 "对在教育过程中使用人工智能的意愿具有积极而显著的影响,其影响程度超过了 "以前的使用情况"、"知识水平 "或 "学生要求"。这些结果对于修订教师教育计划和制定教育政策,增强未来教师对人工智能使用能力的信心,消除对人工智能在教育中的恐惧或误解具有特别重要的意义。(ii) 人工智能与教师能力建模探讨了教育工作者对自身在技能塑造中的作用的看法,并介绍了教育工作者在人工智能不断扩展的背景下所感受到的挑战和关键措施。因此,教师对人工智能的积极态度极大地影响了认知能力、基本能力和教育管理能力。研究强调了将人工智能融入教育的主要挑战,包括教育工作者的专业发展势在必行,以及确保公平获取教育资源和技术。研究倡导采取举措,弥合数字鸿沟,将人工智能教育纳入学校课程。(iii) 对商业和经济学术环境中使用人工智能意愿的定量评估,根据罗马尼亚教职员工的意 见,分析了经济和商业大学环境中人工智能的信息、使用和可用性状况。研究旨在确定人工智能的优势、劣势以及教师个人在研究、教学和评估活动中如何主动使用人工智能。研究结果确定了可以优化教育过程--研究、教学、评价和学习--的方面,以满足罗马尼亚经济学术环境中人工智能使用日益增长的动态。此外,还强调了与使用人工智能系统相关的优势,以及在教师看来为最大化人工智能在研究、教学、评价活动中带来的益处而提出的解决方案。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.20
自引率
3.80%
发文量
55
审稿时长
12 weeks
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