The effective use of artificial intelligence in learning environments in pre-primary and primary education

Apie kvietimą

Expected Outcome: Projects should contribute to all of the following expected outcomes: Provide policymakers and educators and parents with a solid understanding of the potential benefits, opportunities and challenges stemming from the use of artificial intelligence tools in learning environments in pre-primary and primary education, including with regard to their ethical dimension. Generate rigorous, policy-relevant evidence on the impact of use of artificial intelligence tools in learning environments on educational performance and youth well-being. Develop actionable advice to educators about how they can make an effective use of artificial intelligence tools in their work, including for the assessment of learning outcomes. Scope: The use of artificial intelligence (AI) in learning environments in pre-primary and primary education is rapidly growing. However, there is limited evidence on how AI can challenge and improve learning outcomes, enhance the teaching techniques and support the teaching profession and how automating administrative tasks helps teachers focus on pedagogy and teaching challenges. Most existing research is from extra-EU contexts, which significantly limits the transferability of findings to EU education and training systems and is often conducted on a limited number of participants and covering short-time spans, hindering the possibility of generalising its findings. Moreover, research on the implications of AI tools for equity and inclusion in education is lacking. There is also a need to better investigate the challenges that AI poses to teaching and learning as well as pupils’ well-being. AI is developed to increase human efficiency yet also comes with often unexpected risks and challenges, especially when being applied to child audiences. The research (including through SSH disciplines) could explore how AI can enhance curricula, improve teaching methods, and personalise learning through adaptive technologies. It should also consider the developmental appropriateness of AI tools for young learners, focusing on cognitive, emotional, and social growth. Research on AI’s impact on early childhood education and its role in supporting foundational skills would be valuable. Additionally, the research should emphasise the aspect of teacher support, including how AI can assist with lesson planning, assessment, and feedback. It should also explore training programs to help educators use AI effectively. Finally, inclusivity and accessibility are key angles to consider, ensuring AI tools are suitable for all students, including those with disabilities or from diverse backgrounds, and promoting multilingual and multicultural education. Longitudinal studies are also needed, as current research is fragmented and looking at the short term. Proposals should focus on the need to understand long-term cognitive, social, and emotional impacts, which requires sustained, multi-year investigations. Furthermore, the role of media and digital…