A call for caution and evidence–based research on the impact of artificial intelligence in education
Purpose – This paper aims to examine the complex balance between enthusiasm and skepticism regarding artificial intelligence (AI) integration in educational practices. It advocates for a cautious, evidence-based approach while addressing both opportunities and challenges, aligning with the United Na...
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| Format: | Article |
| Language: | English |
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Emerald Publishing
2025-01-01
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| Series: | Quality Education for All |
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| Online Access: | https://www.emerald.com/insight/content/doi/10.1108/QEA-09-2024-0087/full/pdf |
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| author | Martin Sposato |
| author_facet | Martin Sposato |
| author_sort | Martin Sposato |
| collection | DOAJ |
| description | Purpose – This paper aims to examine the complex balance between enthusiasm and skepticism regarding artificial intelligence (AI) integration in educational practices. It advocates for a cautious, evidence-based approach while addressing both opportunities and challenges, aligning with the United Nations Sustainable Development Goal 4 (SDG4) for Quality Education. Design/methodology/approach – Through critical analysis of current discourse surrounding AI in education, this paper synthesizes existing literature on both supportive and skeptical perspectives. The methodology involves systematic examination of past educational technology trends, current AI developments and their implications for teaching and learning. The paper develops its research agenda through careful consideration of existing empirical studies, theoretical frameworks and identifying gaps in current understanding. Findings – The analysis reveals that while AI offers promising potential for enhancing learning outcomes and educational accessibility, its integration presents significant challenges that require careful consideration. The paper identifies critical tensions between technological innovation and pedagogical values, highlighting areas where enthusiasm for AI adoption must be tempered with empirical evidence and critical evaluation. Current evidence suggests that successful AI integration requires balanced consideration of both opportunities and limitations, with particular attention to maintaining human-centered educational practices. Originality/value – This viewpoint provides a comprehensive framework for understanding the dialectic between AI’s educational potential and its limitations. By synthesizing both supportive and critical perspectives, it offers a nuanced approach to AI integration that acknowledges both opportunities and challenges. The article’s value lies in its systematic identification of key research priorities and its emphasis on evidence-based implementation strategies that serve educational goals while mitigating potential risks. |
| format | Article |
| id | doaj-art-bb4af95ee95140e981a945af3366b198 |
| institution | Kabale University |
| issn | 2976-9310 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Emerald Publishing |
| record_format | Article |
| series | Quality Education for All |
| spelling | doaj-art-bb4af95ee95140e981a945af3366b1982025-02-03T14:29:25ZengEmerald PublishingQuality Education for All2976-93102025-01-012115817010.1108/QEA-09-2024-0087A call for caution and evidence–based research on the impact of artificial intelligence in educationMartin Sposato0Zayed University, Dubai, United Arab EmiratesPurpose – This paper aims to examine the complex balance between enthusiasm and skepticism regarding artificial intelligence (AI) integration in educational practices. It advocates for a cautious, evidence-based approach while addressing both opportunities and challenges, aligning with the United Nations Sustainable Development Goal 4 (SDG4) for Quality Education. Design/methodology/approach – Through critical analysis of current discourse surrounding AI in education, this paper synthesizes existing literature on both supportive and skeptical perspectives. The methodology involves systematic examination of past educational technology trends, current AI developments and their implications for teaching and learning. The paper develops its research agenda through careful consideration of existing empirical studies, theoretical frameworks and identifying gaps in current understanding. Findings – The analysis reveals that while AI offers promising potential for enhancing learning outcomes and educational accessibility, its integration presents significant challenges that require careful consideration. The paper identifies critical tensions between technological innovation and pedagogical values, highlighting areas where enthusiasm for AI adoption must be tempered with empirical evidence and critical evaluation. Current evidence suggests that successful AI integration requires balanced consideration of both opportunities and limitations, with particular attention to maintaining human-centered educational practices. Originality/value – This viewpoint provides a comprehensive framework for understanding the dialectic between AI’s educational potential and its limitations. By synthesizing both supportive and critical perspectives, it offers a nuanced approach to AI integration that acknowledges both opportunities and challenges. The article’s value lies in its systematic identification of key research priorities and its emphasis on evidence-based implementation strategies that serve educational goals while mitigating potential risks.https://www.emerald.com/insight/content/doi/10.1108/QEA-09-2024-0087/full/pdfArtificial intelligenceEducationEvidence-based practiceLearning impactEthical implicationsSDG4 |
| spellingShingle | Martin Sposato A call for caution and evidence–based research on the impact of artificial intelligence in education Quality Education for All Artificial intelligence Education Evidence-based practice Learning impact Ethical implications SDG4 |
| title | A call for caution and evidence–based research on the impact of artificial intelligence in education |
| title_full | A call for caution and evidence–based research on the impact of artificial intelligence in education |
| title_fullStr | A call for caution and evidence–based research on the impact of artificial intelligence in education |
| title_full_unstemmed | A call for caution and evidence–based research on the impact of artificial intelligence in education |
| title_short | A call for caution and evidence–based research on the impact of artificial intelligence in education |
| title_sort | call for caution and evidence based research on the impact of artificial intelligence in education |
| topic | Artificial intelligence Education Evidence-based practice Learning impact Ethical implications SDG4 |
| url | https://www.emerald.com/insight/content/doi/10.1108/QEA-09-2024-0087/full/pdf |
| work_keys_str_mv | AT martinsposato acallforcautionandevidencebasedresearchontheimpactofartificialintelligenceineducation AT martinsposato callforcautionandevidencebasedresearchontheimpactofartificialintelligenceineducation |