A global survey conducted by UNESCO in 2023 across 450 schools and universities worldwide has disclosed a notable increase in the adoption of AI across various nations, yet only 10% among them have established regulatory frameworks governing its implementation. Concerns have been raised about the potential negative consequences of AI in education (AIEd), including fears that it may trigger unethical behavior in academics, blunt critical and creative thinking processes, lead to human loss in decision-making, and promote laziness. Through a systematic literature review of the Scopus database spanning 2018-2020 and 2022-2024, this study juxtaposes empirical instances of breaches in academic integrity by students. These insights serve as the foundation for advocating the development of a learning design tailored for K-12 educational settings in the AIEd era. This design involves (1) authentic learning through real-world problems and data-driven learning, (2) critical learning through open-ended critical questions, reasoning, and metacognitive processes, and (3) meaningful assessment such as performance-based, output-based, and action-driven assessment. The implementation integrates technology, including AIEd, and employs collaborative and communicative approaches. By adhering to this design, educators aim to enhance student engagement, mitigate academic misconduct, and maximize the benefits of AIEd in enriching the learning experience.

Authors:
HG Retno Harsanti, National Taiwan Normal University, Taiwan

About the Presenter(s)
HG Retno Harsanti is currently a Ph.D. student in Educational Studies at National Taiwan Normal University. Her research interests lie in the realms of educational administration, policy and leadership, and the broader field of educational studies.

Connect on Linkedin
https://www.linkedin.com/in/hg-retno-harsanti-33471964/

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