K-12 MODERN SCHOOLS IN SERBIA: EXPLORATORY RESEARCH REGARDING TEACHERS GENUINE KNOWLEDGE AND PERCEPTION OF AI-BASED OPPORTUNITIES AND CHALLENGES IN EDUCATION

Autori

  • Valentin Kuleto Information Technology School ITS- Belgrade; LINK Group Belgrade; Faculty of Contemporary Arts Belgrade, University Business Academy in Novi Sad; Belgrade 11000, Serbia http://orcid.org/0000-0002-7811-5436
  • Milena Ilic Information Technology School ITS- Belgrade; LINK Group Belgrade; Faculty of Contemporary Arts Belgrade, University Business Academy in Novi Sad; Belgrade 11000, Serbia http://orcid.org/0000-0002-9719-175X
  • Rocsana Bucea-Manea-Țoniş Doctoral School; National University of Physical Education and Sport, Bucharest, 060057, Romania;
  • Zorana Živanović International School, LINK Group Belgrade, 11000 Serbia
  • Dan Păun Faculty of Physical Education, Spiru Haret University, Bucharest 004021, Romania;

DOI:

https://doi.org/10.26458/jedep.v11i2.762

Cuvinte cheie:

Artificial Intelligence, K-12, Republic of Serbia, knowledge about AI, teachers, work composition, formal education

Rezumat

LINK Educational Alliance (LEA is an educational group based in the Republic of Serbia which involves privately owned providers of formal and informal education, the format for the development of Educational Technologies services and Business support for their business. The exploratory research was conducted among K-12 teachers among a total population of 152 and a sample of 77 respondents (50.66%) to provide information about the perception of the teachers towards implementation of the Artificial intelligence-based solutions and the opportunities and challenges that artificial intelligence (AI) will bring into their daily activities, as well as their genuine knowledge about AI. For data analysis, we used SmartPLs Software version 3.0, making inferential and variable association analyses. The teaching process, based on the opinion of  K-12 teachers regarding activities that might be automatised through AI implementation in the educational process, supported by their level of awareness and knowledge about AI. For example, AI offers opportunities to automate specific strategies and activities, which would achieve better organisation of teachers' working time and productivity and increase the share of time that teachers spend "directly interacting with students" is the central hypothesis whose validity is tested. The aim of this study is to provide adequate model for testing AI attitudes in K-12 level of education in Republic of Serbia, among teachers in elementary and secondary schools. 

Referințe

OECD (2021). Building the future of education. Available at: https://www.oecd.org/education/future-of-education-brochure.pdf (accessed 15.04.2022.)

National Academies of Sciences, Engineering, and Medicine 2020. Changing

Expectations for the K-12 Teacher Workforce: Policies, Preservice Education,

Professional Development and the Workplace. Washington, DC: The National

Academies Press. https://doi.org/10.17226/25603.

McKinsey Global Teacher and Student Survey (2017). Average of Canada, Singapore, United Kingdom, and United States in 2017.

Kuleto, V.; Ilić, M.; Dumangiu, M.; Ranković, M.; Martins, O.M.D.; Păun, D.; Mihoreanu, L. Exploring Opportunities and Challenges of Artificial Intelligence and Machine Learning in Higher Education Institutions. Sustainability 2021, 13, 10424. https://doi.org/10.3390/su131810424

Uzair, M., Chen, J. (2021). An Overview Study of Importance of Artificial Intelligence in the Improvement of Online Education. In: Wang, W., Wang, G., Ding, X., Zhang, B. (eds) Artificial Intelligence in Education and Teaching Assessment. Springer, Singapore. https://doi.org/10.1007/978-981-16-6502-8_9

Fan Ouyang, Pengcheng Jiao, Artificial intelligence in education: The three paradigms, Computers and Education: Artificial Intelligence, Volume 2, 2021, 100020, ISSN 2666-920X,

https://doi.org/10.1016/j.caeai.2021.100020.

Descărcări

Publicat

2022-07-03

Cum cităm

Kuleto, V., Ilic, M., Bucea-Manea-Țoniş, R., Živanović, Z., & Păun, D. (2022). K-12 MODERN SCHOOLS IN SERBIA: EXPLORATORY RESEARCH REGARDING TEACHERS GENUINE KNOWLEDGE AND PERCEPTION OF AI-BASED OPPORTUNITIES AND CHALLENGES IN EDUCATION. Journal of Economic Development, Environment and People, 11(2), 5–15. https://doi.org/10.26458/jedep.v11i2.762

Număr

Secțiune

Articles