Science fiction has a habit of knowing the future. In 1948 Orwell’s 1984 was published, painting a stark dystopian future of a totalitarian regime thought-controlling its people. We now live in the metaverse, accustomed to algorithms shaping our daily lives and framing our thoughts and actions. In 1984 Cameron’s Terminator was released, portraying the extinction of humanity as it battled against synthetic intelligence.
Forty years on, we are now taking sides without truly understanding what we are supporting or opposing. Asimov’s I Robot, published in 1950, asked if we are wise enough to know the consequences of our own creations, and Kubrick’s 2001: A Space Odyssey (1968) introduced HAL, the “Heuristically programmed ALgorithm computer.” Over the course of this period, the lives of readers and filmgoers have changed profoundly, most notably in the fields of their employment or ways of working.
From fantasy to reality, a recent conference of school principals saw a divide between those that felt we should have a choice with AI and those who wanted practical tips on its use (Pearson Dhaka 2023). Whilst understandable, it is not useful: It lacks perspective, it forgets the impact of tech in the last 50 years, and it limits the scope of the possibilities.
Thomas Kuhn, the great American philosopher of science, gave us the structure of scientific revolutions. In his terms, our normal is now being transformed, the like we have not known. In periods of normalcy, we conform to the conventional wisdom and accept the assumptions of the reigning paradigm.
In periods of revolution, a paradigm shift occurs which fundamentally changes our world view of things. Our first modern scientific revolution saw developments in mathematics, physics, astronomy, biology, and chemistry changed the world view of nature. Our greatest scientific revolution, happening now, is the rise of machine learning and potential for employment, education, and equality.
Unesco has done some great work in the areas of consensus, standards, and competences, moving from the political to the practical. The Beijing Consensus on AI and Education (2019) called for inclusive educational quality, just before Covid ensured greater social disparities in education across the world.
The Unesco Strategy on Technological Innovation and Education (2022-2025) seeks to develop standard-setting instruments and tools, including guidelines and frameworks, “to strengthen the digital competencies (understanding, skills, and values) of teachers and learners and ensure a human-rights-based, safe, ethical, and meaningful use of technologies in a lifelong learning perspective” (Unesco, 2021). The Unesco AI and Education Guidance for policy-makers (2021) outlines its opportunities, risks, key definitions, and trends; together with its implications for teaching and learning, and how education can prepare students for the AI era.
Unlike great science fiction, these guides are rooted in time and fast look dated. In contrast, Unesco’s AI and the Futures of Learning (2021) gives us good recommendations on AI futures of learning, guidance on its ethical use in education and a framework on AI competencies for teachers and school students. As a point of departure, the competency frameworks are a good place for us to start.
UNESCO Competency Framework for Teachers
The AI competency framework for teachers defines the knowledge, skills, and attitudes that teachers should possess to understand the role of AI in education and its use in teaching.
Source: AI and the future of learning, Unesco (2021)
UNESCO Competency Framework for Students
The AI Competency Framework for Students outlines the knowledge, skills, and attitudes students need to understand and engage with AI in safe and meaningful ways.
Source: AI and the future of learning, Unesco (2021)
A balanced scorecard
With advances in the next generation of internet technology, let’s assume that the newly enriched immersive experience will give students greater and quicker access to information. Let’s imagine that new AI tools can personalize student learning, making it more engaging and effective. Let’s believe that AI-driven tools will foster greater creativity with more powerful generation and composing software. And let’s accept that the tech is adaptive to the learners’ present needs.
But add some notes of caution. Imagination is currently more powerful than a programmed machine -- to rely on AI stultifies the creative imagination. Years ago, the shopkeeper was a desiccated calculating machine -- years ahead, we may lack those basic arithmetic skills. We already lament the rise of screen time and the fall in real play. AI will just make matters worse. Primitive AI tech is already under the spotlight for its built in prejudices and limitations. Greater interactions with AI raise big issues of privacy, security and safeguarding.
Next steps
Two weeks ago, a global summit of world leaders was staged at Bletchley Park, the home of UK code-breaking, where the consensus called for a real assessment of risk and proper moves towards regulation.
Closer to home, it is important that schools see collaboration as a useful next step. Three obvious areas are apparent. First, to understand the scope and impact of AI on education, in a fast moving set of scenarios. Second, to define how we want AI to feature in our contexts and modes of delivery. For example, we may opt for discrete specialist AI learning in ICT or computer science, we may choose to embed in key subjects, such as mathematics or languages, or we may seek a more interdisciplinary approach through project-based learning. Third, that we collaborate on ensuring that our teachers get good training and our students have engaging learning.
As ever, whatever our decisions, we move forward together.
Simon O’Grady is the Founding Headmaster of Haileybury Bhaluka, Bangladesh’s first outstanding school. In this article, he builds on his recent address to the Pearson annual summit and outlines how educators must prepare for a future that is already present. Haileybury Bhaluka is the first school in the region to be recruiting an AI teacher.