Comparative perspectives from STEM and Non-STEM instructors - 1-s2.0-S2666557324000302-main

AI in Education: Comparative Perspectives from STEM and Non-STEM Instructors

1. Introduction to AI Integration in Education

  • The integration of Artificial Intelligence (AI) into education is seen as a promising approach to enhancing teaching and learning experiences.

  • The success of AI implementation relies on the perspectives of instructors, which can differ significantly between STEM (Science, Technology, Engineering, Mathematics) and non-STEM (Humanities, Social Sciences, Arts, and Business) educators.

  • Understanding instructor perspectives is critical, particularly in contexts such as Iran, where education shapes future generations.

2. Research Overview

  • Study Aim: To examine the viewpoints of 536 STEM and non-STEM instructors regarding AI integration in education through quantitative and qualitative methodologies, particularly surveying and semi-structured interviews.

  • Findings: Both groups expressed positive attitudes towards AI technologies, but differences emerged in their concerns regarding the capabilities and limitations of AI in educational settings.

3. Key Terminology and Concepts

  • AI: Artificial Intelligence

  • STEM: Science, Technology, Engineering, Mathematics

  • Non-STEM: Humanities, Social Sciences, Linguistics, Arts, Business

  • ChatGPT: Chat Generative Pre-trained Transformer

4. Benefits and Drawbacks of AI in Education

4.1 Benefits

  • Scalability: AI can enhance educational scalability, allowing for more personalized learning experiences.

  • Timeliness: AI tools can provide immediate feedback to students and instructors.

  • Accessibility: AI promotes increased access to educational resources and materials irrespective of location.

4.2 Drawbacks

  • Ethical Concerns: Issues such as privacy, data security, and algorithmic biases present significant challenges.

  • Overreliance: Risk of students becoming passive learners reliant on AI for information and solutions, potentially diminishing critical thinking skills.

5. Instructors’ Perspectives on AI Integration

5.1 STEM vs. Non-STEM Responses

  • STEM Instructors: Generally view AI positively regarding adaptive learning, capacity for data analysis, and support in collaborative tasks.

  • Non-STEM Instructors: Express more concern about AI’s potential to undermine social and emotional learning and the importance of human instructor-student interaction.

5.2 Research Findings

  • Both groups acknowledge the necessity for professional development to effectively integrate AI in education.

  • STEM instructors showed higher confidence in AI’s ability to personalize learning compared to their non-STEM counterparts.

6. Challenges Associated with AI Implementation

  • Job Displacement: Fears about potential job loss due to automation in educational contexts.

  • Access Inequality: Concerns about the digital divide exacerbating inequalities between students with different socioeconomic backgrounds.

7. Implications and Recommendations

  • Educator Training: Essential for successful integration of AI technologies in teaching practices, needing ongoing professional development and support.

  • Ethical Guidelines: Development of frameworks to ensure responsible use of AI, particularly concerning student data and privacy issues.

  • Interdisciplinary Collaboration: Encouraging synergy between STEM and non-STEM disciplines to derive comprehensive policies for AI in education.

8. Conclusion

  • The study indicates that while both STEM and non-STEM instructors recognize the potential of AI in enhancing education, their differing perspectives must be considered when developing strategies for effective implementation.

Appendices

  • Appendix A: Summary of key themes from teacher interviews and qualitative responses on AI benefits, drawbacks, and challenges.