Future Prospects of Artificial Intelligence in Education: A Preliminary Analysis of Educator Perspectives from Focus Groups in Japan, Spain, and Germany

Abstract

Artificial intelligence in education (AIEd) is a growing field of research that has the potential to transform learning and teaching practices. The process of developing ethical AIEd applications that are fit-for-purpose requires ongoing multi-stakeholder dialogues that include students and teachers. The present study sought to explore the perspectives of teachers in higher education on the possible futures of AIEd. Using qualitative methods, we conducted focus-group discussions in three countries (Japan, Spain, and Germany) with educators working in the social sciences. We presented participants with four scenarios that each described the implementation of a hypothetical AIEd application. A descriptive thematic analysis of the focus-group transcripts identified two key themes regarding possible future AIEd applications: 1) concerns about the validity of input variables and the accuracy of output variables, and 2) the importance of students having an active role in the integration of AI in education. These contributions highlight the importance of including teachers and students in multi-stakeholder discussions to shape the future of education.

Keywords

• artificial intelligence in education
• higher education
• teachers
• students
• focus groups
• thematic analysis