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Artificial Intelligence Alone Will Not Democratise Education: On Educational Inequality, Techno-Solutionism and Inclusive Tools

Author

Listed:
  • Sahan Bulathwela

    (Centre for Artificial Intelligence, University College London, London WC1V 6BH, UK)

  • María Pérez-Ortiz

    (Centre for Artificial Intelligence, University College London, London WC1V 6BH, UK)

  • Catherine Holloway

    (Global Disability Innovation Hub, London E20 2AF, UK)

  • Mutlu Cukurova

    (Institute of Education, University College London, London WC1H 0AA, UK)

  • John Shawe-Taylor

    (Centre for Artificial Intelligence, University College London, London WC1V 6BH, UK)

Abstract

Artificial Intelligence (AI) in Education claims to have the potential for building personalised curricula, as well as bringing opportunities for democratising education and creating a renaissance of new ways of teaching and learning. Millions of students are starting to benefit from the use of these technologies, but millions more around the world are not, due to the digital divide and deep pre-existing social and educational inequalities. If this trend continues, the first large-scale delivery of AI in Education could lead to greater educational inequality, along with a global misallocation of educational resources motivated by the current techno-solutionist narrative, which proposes technological solutions as a quick and flawless way to solve complex real-world problems. This work focuses on posing questions about the future of AI in Education, intending to initiate the pressing conversation that could set the right foundations (e.g., inclusion and diversity) for a new generation of education that is permeated with AI technology. The main goal of our opinion piece is to conceptualise a sustainable, large-scale and inclusive AI for the education ecosystem that facilitates equitable, high-quality lifelong learning opportunities for all. The contribution starts by synthesising how AI might change how we learn and teach, focusing on the case of personalised learning companions and assistive technology for disability. Then, we move on to discuss some socio-technical features that will be crucial to avoiding the perils of these AI systems worldwide (and perhaps ensuring their success by leveraging more inclusive education). This work also discusses the potential of using AI together with free, participatory and democratic resources, such as Wikipedia, Open Educational Resources and open-source tools. We emphasise the need for collectively designing human-centred, transparent, interactive and collaborative AI-based algorithms that empower and give complete agency to stakeholders, as well as supporting new emerging pedagogies. Finally, we ask what it would take for this educational revolution to provide egalitarian and empowering access to education that transcends any political, cultural, language, geographical and learning-ability barriers, so that educational systems can be responsive to all learners’ needs.

Suggested Citation

  • Sahan Bulathwela & María Pérez-Ortiz & Catherine Holloway & Mutlu Cukurova & John Shawe-Taylor, 2024. "Artificial Intelligence Alone Will Not Democratise Education: On Educational Inequality, Techno-Solutionism and Inclusive Tools," Sustainability, MDPI, vol. 16(2), pages 1-20, January.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:2:p:781-:d:1320421
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    References listed on IDEAS

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    1. Måns Nilsson & Dave Griggs & Martin Visbeck, 2016. "Policy: Map the interactions between Sustainable Development Goals," Nature, Nature, vol. 534(7607), pages 320-322, June.
    2. Firuz Kamalov & David Santandreu Calonge & Ikhlaas Gurrib, 2023. "New Era of Artificial Intelligence in Education: Towards a Sustainable Multifaceted Revolution," Sustainability, MDPI, vol. 15(16), pages 1-27, August.
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