Future Ready

by Mavum Cheung and Mia Yao

There is so much talk about AI and education. But do we understand artificial intelligence, let alone its impact on how students learn? This overview sets out the discussion, focusing on the pertinent issue of how we prepare students for the future.

The origin of this Youth Hong Kong magazine you hold in your hand, with a mass printing of 9,000 copies per issue, can be traced back to the 15th century when Johannes Gutenberg, a German goldsmith, invented the printing press.

Sceptical? Well, it is the progress and innovation in technology, small as it might seem, that has shaped the world as we now know it, just as the printing press has enormously democratised knowledge and transformed how we learn.

By fast forwarding five centuries, we see the world’s first computer, built to calculate artillery firing tables, was quite rapidly followed by the emergence of the internet, personal computers, smartphones, and social media. And now, in the 21st century, we speak about Artificial Intelligence (AI) pushing the boundaries of human imagination even further, impacting individuals and industries, including education.

What’s the Difference?

The question we’ve been confronted with over the last 50 odd years – challenging our own self-perceptions of human intelligence – is, “Can machines think?” This was first posed in 1950 by Alan Turing in his paper, “Computer Machinery and Intelligence.” Since then, it has become the central topic of all AI research.

In trying to understand AI’s impact on education, let’s first consider the distinction between human intelligence and artificial intelligence. In the most general definition, we can understand human intelligence to include a collection of mental traits, including creativity, perception and memory, with the ability to learn from experience, understand abstract concepts and use knowledge to solve problems.

AI is when technologies mimic cognitive processes through programming and computer systems, with the ability to process vast amounts of data, which also requires human input, in a much shorter period of time. Generative AI, which became popular in 2023, is one aspect of AI that further generates new content whether in text, image, audio, video, or codes based on the training data it has been exposed to.

The nuances present in human thinking and feeling are largely absent from the rationality of the machines, which, some have argued makes AI more “accurate” and objective, lacking, as it does, in human emotion and subjectivity.

Generated Knowledge

One can understand why this so-called “cognitive computing,” which has long had its applicability in industry, is now making its way into the classroom. However, this has not been universally welcomed, with Hong Kong being no different to other places.

As with their counterparts across the globe, the argument for and against the use of AI in the classroom links the inevitability (students need to know how to use this technology which is already here, being used and will progress further) and its potential misuse (how academic integrity is maintained).

Neither position, however, detracts from the larger question that educationalists, as well as students and parents, must ask: how AI is going to change what is learnt and how it is learnt?

“Generative AI is reshaping education by automating content creation, personalising learning experiences, providing virtual tutors and chatbots, automating grading, and enhancing research and data analysis. Its impact includes improved efficiency, personalised instruction, and innovative learning tools.” This succinct answer, with no hints on potential disadvantages, was generated by ChatGPT.

The disadvantages centre primarily around over-dependency on technology which might diminish critical thinking and problem-solving abilities as AI provides solutions. With the collection and analysis of data, privacy and the safeguarding of sensitive information are at risk. The cost of implementation can lead to digital divides, and the potential of weakening teacher-student relationships based on empathy and individualised understanding can leave some students behind.

In the face of these different concerns, the one commonality is that AI needs to be applied appropriately. With vigilance, it can greatly empower student learning and teaching, with customised educational experiences to improve outcomes and platforms to create interactive and innovative virtual simulations, making knowledge acquisition more engaging and immersive.

As Professor Steve Andriole, an expert in strategic and emerging technologies, wrote in an opinion piece, “The roles that professors and students should play in the education process must be re-defined – and then re-invented, if not re-imagined altogether. The larger issue is the relationship between humans and AI.”

The Fundamentals

However, if individual educational jurisdictions decide to implement – or not – AI in the classroom, one cannot deviate from education’s one common goal: to provide the knowledge and skills to young people to ensure that they are future ready.

Therefore, knowing that technology is constantly upgrading, adapting and innovating, educators have to adjust their teaching methods to become more diverse than ever, knowing full well that the skills students learn today might become obsolete by the time they enter the job market. This leads us to reflect on what fundamentals students need to adhere to in order to best learn.

No one disputes computer and technology education needs to be ramped up, but experts do warn that this should not be at the expense of the basics and lifelong learning. In fact, these foundational stones are probably more important now, given the ever-changing scenarios and greater uncertainties.

It is vital to continue to stress critical thinking, particularly given its importance in evaluating information and making informed decisions when faced with AI-generated content. Other basic tenants of education, including creativity, communication and collaboration must be continued and also enhanced as essential in the age of AI.

As Dr Hubert Chan, a council member of the Federation and Chair of the Information and Technology Committee, explained to Youth Hong Kong in a written interview, “For instance, consider the Celsius-to-Fahrenheit conversion. Regardless of the coding language or AI tool used, the fundamental principle remains unchanged. Once students understand this, they can derive the conversion without memorising formulas. This mentality applies across disciplines.” To thrive in an AI-driven world, he emphasised revisiting foundational knowledge. “Resilience lies in continuously updating skills (yet at the same time) understanding the core principles,” he added.

The Future

While the fundamentals remain the same – albeit revised if need be – other elements of education need to be incorporated into learning. These include, for both students and teachers, the limitations of what AI can and cannot do, which involves growing familiarity with the principles of AI functioning.

However, what is probably more important is to learn more about the ethical considerations surrounding the use of AI. Experts are concerned with potential biases and data privacy, and while students may be enjoying the opportunities of using AI in education, they should also be taught about the broader impact this can have on society.

These are issues that are also at the fore in Hong Kong, as it makes strides in AI research and education as can be seen in the government developing a homegrown Generative AI foundation model and the Education Bureau introducing an AI curriculum in schools. While still at its nascent stage, these are steps in a much longer – and one assumes, more complex – journey of where and how education will look.

As there is no escaping new technologies, education malleability is essential. Yes, we’ll need to learn new skills, new ways of thinking and new dimensions of ethics; yet at the same time let’s not become inattentive to our unique human characteristics and capacities.

Making each generation of students future ready – especially in this age of technology and machine learning – will always be contingent about their wisdom, compassion and empathy, resilience and emotional intelligence, as well as their adaptability and ability to distinguish right from wrong. ■

References:

Forbes: How Generative AI Owns Higher Education. Now What? March 18, 2024
The Standard: HK developing own AI April 22, 2024