Artificial Intelligence in Education. Analysis of Implementation Goals

Abstract

The article typologies the goals of using AI systems, corresponding to three key aspects of understanding education (education as a system, education as a process, education as a result) and corresponding to significant trends in the development of education (increasing flexibility and decentralization of the global education system, personalization of the education process, digital fixation of competence results education). AI technologies will be able to bring education management closer to usage of methods based on a significant amount of quality data and contribute to the formation of evidence-based educational policy, when it will be applied to the systemic aspect of education. Problems with the interpretation of the decision-making model in administration directly affects on the effectiveness of artificial intelligence support for managerial decisions in the education. The process of education and upbringing can be personalized and individualized with the support of AI through the formation of individual educational programs by format, by content, by the educational environment; methodological support of training courses; increasing the motivation and involvement of students. The transformation of interaction models between educational subjects is ambiguous in terms of the impact on the autonomy and responsibility of the subjects, on the results of socialization and upbringing, on the labor intensity and transparency of the educational process, including in the light of the prospects for the emergence of "human-AI" systems as a trained agent. In the effective aspect, education involves AI as a tool for monitoring and recording educational achievements and expended resources, capable of clarifying the links between educational activities and results. The digital educational footprint, becoming a commodity, generates a number of conflicts regarding the autonomy of subjects and the status of personal data. The key risks of using AI in education are associated in the article with the problems of human existential security and the anthropological essence of education. Their assessment is limited by the Collingridge dilemma, in the solution of which a comprehensive socio-humanitarian examination of the goals and practices of using AI in education is important, part of which is the development in the field of education philosophy.