Proposed in 2021 as a date to recognise the transformative impact of this technology, 16 July marks International Artificial Intelligence Appreciation Day.
Since its inception, the ProFuturo Observatory’s mission has been to research and analyse approaches, methodologies, initiatives and trends that highlight solutions to ensure children and teachers have access to high-quality digital education. Through posts, articles and interviews with international experts, the Observatory explores how the use of technology – and, specifically, artificial intelligence – is transforming the educational landscape. Here are some of them:
The AI experiences in education that stand out in Europe
Which applications of artificial intelligence are already proving effective in education? A study commissioned by the European Commission analysed more than 200 initiatives carried out in European schools and universities and selected some of the most interesting ones for in-depth study. The findings range from adaptive reading tools to conversational simulators and allow us to observe which types of applications are beginning to generate real value in learning.
Although the study includes university and vocational training initiatives, many of the most interesting examples are taking place in primary and secondary education. The findings provide concrete evidence of real-world applications in classrooms and training centres and, based on this evidence, allow us to identify patterns of effectiveness.
AI is no longer raising the same questions for education
In just three years, artificial intelligence has made more progress in education than other technologies took decades to achieve. The power of this tool has overtaken us with unprecedented speed. From the very beginning, the first trials in the classroom were accompanied by debates on assessment, authorship, teacher training and new digital skills.
It was necessary to draw up user guides, set limits and make decisions whilst still trying to understand the scope of the change. Now that the initial urgency has passed and reflection has begun, the conversation is shifting its focus, as the latest reports from experts and international organisations seem to confirm. This article reviews the changes taking place in the debate on artificial intelligence.
How teachers are using AI in the classroom
Artificial intelligence has been rapidly integrated into teaching practice, but its use in the classroom does not follow a uniform pattern. A recent study, based on a survey of more than 500 practising teachers in the Dominican Republic, sheds light on this issue through the specific experiences of those who are incorporating these tools into their work.
The study shows that teachers are already using generative tools to plan content, create materials and adapt activities, albeit with varying levels of proficiency. Prior training and creativity account for much of these differences, whilst factors such as the teaching environment are less significant. Understanding how these tools are being used allows us to anticipate what might change in educational practice.
Redefining educational equity through the ‘lens’ of AI
For many years, educational equity was measured in terms of access: being inside or outside the system. Today, with artificial intelligence reshaping learning, that framework is beginning to fall short. Because are we using artificial intelligence to enrich teaching, or to simplify it where it is most difficult to sustain? Could artificial intelligence be redefining the concept of educational equity?
The incorporation of artificial intelligence makes it possible, on the one hand, to maintain a level of practice and feedback that is difficult to achieve in traditional models. But, at the same time, it tends to favour forms of learning that can be organised in a clear, sequential and verifiable manner. This article explores how its use may be shaping different learning experiences depending on the context, and what that implies for equity.
What does it mean to train teachers in the age of AI?
What does a teacher need to know about artificial intelligence today in order to continue teaching effectively? Not necessarily how to programme or master new tools, but rather to understand when technology helps and when it replaces processes that are integral to learning.
The report Recommendations for Teacher Training in Artificial Intelligence in Primary and Secondary Education, promoted by Fundación Telefónica Vivo, Fundación ProFuturo and Instituto IA.Edu, is based on this premise. Its proposal shifts the focus from technological adoption towards professional development and the pedagogical approach that enables the integration of AI without reducing education to mere efficiency.
