人工智能在教育4.0中的作用

ShapingtheFutureofLearning:TheRoleofAIinEducation4.0

INSIGHTREPORTAPRIL2024

Cover:ErikEastman,Unsplash

Contents

Executivesummary3

Introduction4

1Globaleducationsystemsatacrossroads6

1.1Globalteachergap6

1.2Administrativeandassessmentgaps7

1.3Digitalskillsgap8

2PotentialofAIinenablingEducation4.09

2.1Supportingteachers’rolesthroughaugmentationandautomation9

2.2Refiningassessmentandanalyticsineducation11

2.3SupportingAIanddigitalliteracy12

2.4Personalizinglearningcontentandexperiences13

3EmergingexamplesofhowAIisadvancingEducation4.014

3.1Selectionprocessandcriteria14

3.2Casestudies15

Conclusion24

Acknowledgements25

Endnotes27

Disclaimer

Thisdocumentispublishedbythe

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Thefindings,interpretationsand

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?2024WorldEconomicForum.Allrightsreserved.Nopartofthispublicationmaybereproducedortransmittedinanyformorbyanymeans,includingphotocopyingandrecording,orbyanyinformation

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ShapingtheFutureofLearning:TheRoleofAIinEducation4.02

Executivesummary

Ifdeployedwell,AIcanhelpunlocksolutionsforimprovingglobaleducationsystems.

Astechnologicalchangeaccelerates,thereisan

urgentneedforsupportingeducationsystemsin

managingnewopportunitiesandrisks.Ifmanagedwell,technology–particularlyartificialintelligence

(AI)–offersauniqueopportunitytohelpeducationsystemsenableEducation4.0–teachingand

learningapproachthatfocusesonproviding

learnerswiththeabilities,skills,attitudesandvaluesfitforthefuture.Developedbyaglobalcoalition

ofeducationexperts,practitioners,policy-makersandbusinessleaders,Education4.0servesas

acomprehensiveframeworkthatoutlineskey

transformationsneededinprimaryandsecondaryeducationtopromotebettereducationoutcomes.AIcanhelpbroadenthereachoffuture-ready

educationsystemsandenhancetheireffectivenessinpreparingstudentsforthefuture.Yet,therearechallengesandrisks,forteachersandlearners

alike,thatmustbeaddressedandovercometodeliveronthepromiseofeducationaltechnology.

Theadoptionofemergingtechnologiesin

education,particularlyAI,holdsimmensepotentialtorevolutionizeteachingmethodologies,personalizelearningexperiencesandstreamlineadministrativeprocesses.However,whileAIcanexcelattasks

likepresentingdifferentiatedcontentandassumingmanyadministrativeduties,thecomplexprocessoffacilitatinglearningrequiresmorethanmere

disseminationofinformation.AIshouldtherefore

servetoenhance,notreplace,theroleofthe

teacher.Byfreeingeducatorsfromroutinetasks,AIempowersthemtofocusonbuildingrelationships,understandingindividualstudentneedsand

fosteringmotivation.Thissynergynotonlyimprovesteachingeffectivenessbutalsounderscoresthe

indispensablehumanelementineducation.

ThesuccessfulintegrationofAIintoeducation

systemsandprocesseswillrequirecareful

considerationandstrategicimplementation.The

latestinaseriesofanalysesonEducation4.0,thispaperprovidesinsightintoAI’spotentialtoaddresschallengeswithineducationsystemsthrough:

–Personalizedlearningcontentandexperiences,offeringsolutionstothechallengeofcatering

todiversestudentneedsandenablingtailorededucationaljourneysforeachlearner.

–Refinedassessmentanddecision-making

processes,promisingmoreaccurateevaluationsandinsightsintostudentprogress.

–Optimizationofteacherrolesthrough

augmentationandautomationoftasks,alleviatingadministrativeburdensand

empoweringeducatorstofocusmoreonpersonalizedinstructionandmentorship.

–IntegrationofAIintoeducationalcurricula,

presentinganopportunityforteachingbothwithandaboutAI,equippingstudentswithessentialskills,discernmentandknowledgeforthefuture.

Asetofillustrativecasestudieshighlightssome

ofthelearningsthusfarinthisfrontierfield.

Theseexamplespointtotheneedfornuanced

discussionsandfurtherresearchtoexplore

opportunitiesandchallenges.Byleveragingthis

technologyjudiciously,wecanenhancelearningoutcomes,empowereducatorsandequip

studentswiththerequisiteskillsforsuccessin

thedynamiclandscapeofthefuture.Weinvite

readerstoengagewiththefindings,andsupportlocalandglobaldialogueaimedatshapingamoreresponsive,inclusiveandfuture-readyeducationsystemintheageofAI.

ShapingtheFutureofLearning:TheRoleofAIinEducation4.03

Introduction

ThelatestresultsoftheOrganisationforEconomicCo-operationandDevelopment(OECD)ProgrammeforInternationalStudentAssessment(PISA)

sawrecorddropsinstudentperformanceon

mathematics,readingandscienceskills,1even

astheseskillsbecomemoreimportantthanever,

particularlyinaneraofrapideconomic,social,

environmentalandtechnologicalchange.Outcomesforstudentsoncriticalthinking,collaborationand

innovation,amongotherskillsinhighdemandby

today’semployers,arealsomixedacrosseducationsystemsaroundtheworld.Researchsuggests

that,ifdeployedappropriately,newopportunitiesanddevelopmentsinartificialintelligence(AI)holdsignificantpromiseforenhancingtheeffectivenessofteachersaswellasoutcomesforlearners,

revitalizingeducationsystemstowardsbetterpreparingstudentsforthedemandsofthe21stcentury.2

WhileearlyformsofAI,suchasexpertsystems

andearlymachinelearningalgorithms,havebeen

usedintheeducationfieldforover60years,

recentadvancementsinAIcapabilitiesarecreatingdisruptionwithintheeducationsector.ModelssuchasChatGPT,Synthesia,Dall-E2andBardcanwriteessays,createimages,explaincomplextopics

andprovidestep-by-stepguidanceforsolving

mathproblems,amongmanyotherfunctionalities.GenerativeAIcanmimichumanlogic,writingand

evencreativity,mirroringsomehumanthought

processesandputtingintoquestiontherelevanceofsomeoftheskills,principles,formulasand

processestaughtinclassroomstoday,including

basicssuchaswriting,grammarandevenlogicanddiscourse.

TheincreasingadoptionofAI-driventoolsby

studentsforwritingassignmentsandcompletingassessmentshasledsomeeducatorstoquestionthebasicassumptionsthatclassroomwork

accuratelyreflectsstudents’cognitiveprocesses.Inresponse,someeducatorsareremovingAI

altogetherfromclassroomsandeducationamid

fearsofstudentcheatingandconcernsoverdata

privacy.Othersareseekingwaystoappropriately

embracetechnologyineducationandcultivate

criticalthinkerswhocanunderstandandwork

alongsideAI,bearinginmindchangesinthenatureofjobsandworkintoday’sandtomorrow’slabourmarkets.AccordingtotheWorldEconomicForum’sFutureofJobsReport2023,employers’topskill

prioritiesfor2027includecognitiveskillssuchas

analyticalandcreativethinking;technologyskills

suchasAI,bigdataandtechnologicalliteracy;

andskillsrequiredforworkingwithothers,suchasleadership,socialinfluence,empathyandactive

listening.Additionally,manyofthefastest-growingjobrolesaretechnology-relatedroles,necessitatingdigitalproficiency.3

Educationsystemsmustadapttoprepareyoung

peoplefortomorrow’stechnology-driveneconomiesandtohelpstudentslearnalongsidethese

emergingtechnologies.TheWorldEconomicForumreferstotheteachingandlearningofabilities,skills,attitudesandvaluesthatarefitforthefutureas

“Education4.0”(seeFigure1).Developedbya

globalcoalitionofeducationexperts,practitioners,policy-makersandbusinessleaders,Education4.0isacomprehensiveframeworkthatoutlineskey

transformationsneededinchildhoodeducation

toaddresstheneedsofthefutureandpromote

bettereducationoutcomes.Itconsistsoffoursetsofskillsthatwillbeneededinthefuture–global

citizenship,innovationandcreativity,technology,

andinterpersonalskills–aswellasfoursetsof

learningexperiences–personalizedandself-paced,accessible,problem-basedandcollaborative,andlifelongandstudent-drivenlearning.Teachingandlearningthatincorporatestechnology,particularly

AI,cannotonlyhelpstudentsachievebetter

outcomesontechnologyskillsbutcanalsofacilitateandenablesuccessinotherareaswithinthe

framework.

ShapingtheFutureofLearning:TheRoleofAIinEducation4.04

FIGURE1Education4.0Framework

Personalizedandself-pacedlearning

Fromasystemwherelearningisstandardized,toonebasedonthediverseindividualneedsof

eachlearner,and?exibleenoughtoenableeach

learnertoprogressattheirownpace.

Accessibleandinclusivelearning

Fromasystemwherelearningiscon?nedto

thosewithaccesstoschoolbuildingstoonein

whicheveryonehasaccessinlearningandis

thereforeinclusive.

Problem-basedandcollaborativelearning

Fromprocess-basedtoprojectandproblem-basedcontentdelivery,requiringpeercollaborationand

morecloselymirroringthefutureofwork.

Globalcitizenshipskills

Toincludecontentthatfocusesonbuilding

awarenessaboutthewiderworld,sustainability

andplayinganactiveroleintheglobalcommunity.

Innovationandcreativityskills

Toincludecontentthatfostersskillsrequiredforinnovation,includingcomplexproblem-solving,analyticalthinking,creativityand

system-analysis.

Technologyskills

Toincludecontentthatisbasedondevelopingdigitalskills,includingprogramming,digital

responsibilityandtheuseoftechnology.

Interpersonalskills

Toincludecontentthatfocusesoninterpersonalemotionalintelligence(i.e.empathy,cooperation,negotiation,leadershipandsocialawareness).

Lifelongandstudent-drivenlearning

Fromasystemwherelearningandskilling

decreaseoverone’slifespantoonewhereeveryonecontinuouslyimprovesonexistingskillsandacquiresnewonesbasedontheirindividualneeds.

Source

WorldEconomicForum.

Content(built-inmechanismsforskillsadaptation)Experiences(leveraginginnovativepedagogies)

personalizedlearningexperiences,andintegratingAIintoeducationalcurricula.Thethirdchapter

presentscasestudiesthathavebeencollectedincollaborationwiththeEducation4.0Alliancetospotlighttheintersectionofeducationand

AIandofferpracticalguidanceonhownewAI

technologiesarebeginningtobeleveragedin

educationsystemstoday.Thepaperconcludes

withabriefreflectionontheinvestmentsandpolicyeffortsrequiredtomaximizeopportunitiesand

minimizerisks,aswellasthenextsetofactivitiesandinitiativesthatareexpectedtoemergefromtheWorldEconomicForum’sEducation4.0Alliancein2024-2025.

ThispaperisthefirstinaWorldEconomicForumseriesoneducationandAIandsetsouttoconsiderspecificareaswhereAImayenableEducation4.0andshowcasespracticalexamplesthatcanserveasinspirationforgloballeadersandpractitioners.

Thefirstchapterframesthecontextforthe

potentialuseofAIineducationbyidentifying

keychallengesthatarecontributingtodecliningstudentperformance:theglobalteacher

gap,gapsinadministrativeandassessment

processes,andtheglobaldigitalskillsgap.ThesecondchapterexploresthepromiseofAIin

education–inoptimizingteacherroles,supportingdecision-makingandmanagement,advancing

ShapingtheFutureofLearning:TheRoleofAIinEducation4.05

1

Globaleducation

systemsatacrossroads

Thischapterintroducesthreekeychallengesfacedbytheeducationsectorthatmaybeaddressed

throughgreaterintegrationoftechnology,includingAI.First,theglobalshortageofteacherspresentsasignificantobstacletoimprovingeducation

outcomesandthedemandforeducatorsisonlyexpectedtogrowintheupcomingyears.Second,teachersspendsignificanttimeonadministrative

tasks,impactingthetimetheydohavetofocus

onqualityinteractionswithstudents.Third,mosteducationsystemsarelagginginclosingthedigitalskillsgap–acriticalfactorinensuringthefuture

employabilityofstudentsaswellasindevelopinginthenextgenerationthenecessaryaptitudeandethicalawarenessfortheresponsibledevelopmentanddeploymentofemergingtechnologies.

1.1Globalteachergap

TheUnitedNationsEducational,Scientificand

CulturalOrganization(UNESCO)projectsthatan

additional44millionteacherswillbeneededby

2030tofulfiltheambitioustargetssetforthby

SustainableDevelopmentGoal(SDG)4,whichaimstoensureinclusiveandequitableeducationand

promotelifelonglearningopportunitiesforall.4Thisacuteandgrowingteachergapisaffectingboth

developedanddevelopingeconomies.However,

theshortageisparticularlyacuteinSub-Saharan

Africa,whereanadditional15millionteacherswillbeneededtoprovideuniversalchildhoodeducationby2030.5

Thisneedissettogrowasgloballabourmarkets

facedisruption,andtheneedforreskilling,upskillingandlifelongeducationgrows.Accordingtothe

WorldEconomicForum’sFutureofJobsReport2023one-quarterofalljobsfacetransformation–

bothdeclineandgrowth–inthenextfiveyearsandonaverageover40%ofthecoreskillsrequiredinalljobsareexpectedtochangeduringthatperiod.Assuch,thereportpredictsagrowingdemand

foreducation-relatedroles,includingVocationalEducationTeachers,SpecialEducationTeachers,andUniversityandHigherEducationTeachers,

allamongthetop10positionswiththelargestprojectedincreaseinemployment.

Educationsystemscompetewithvarioussectorsoftheeconomytoattracttop-tiergraduates

intoteachingroles.Studiesshowthatoffering

competitivesalariesiscrucialforbothretaining

teachersandattractingnewindividualstothe

profession.Yet,inmanyOECDcountriesteachingisnotafinanciallyattractivecareerchoice.On

average,lowersecondary(typically,thefirstthreeyearsimmediatelyfollowingprimaryeducation

ShapingtheFutureofLearning:TheRoleofAIinEducation4.06

andwhichinmanycountriesendscompulsoryeducation)teachers’salarieslagbehindthoseoftertiary-educationworkersby10%;insomecountries,thegapisover30%.6,7

Asignificantsetofworkwillneedtobedoneby

governmentsandotherstakeholderstoensure

thatarobustsetofnewtalentjoinsthefuture

teachingworkforce,thatteachersareadequatelyremunerated,andthatteachingispositionedas

ahigh-growth,high-potentialjobofthefuture.

ThereisanopportunityforAIandotheremergingtechnologiestohelpaddressthesegoals,by

supportingthosealreadyintheteachingworkforceandensuringthatteachingemergesasa“future-

ready”profession.Whiletechnologywillneverfullyreplacehumanteachers,AIandotheremerging

technologiescanimmediatelyaddresssomeof

thisgap.Manyteachersalreadyacknowledgethebenefitsofsuchsupport.Forinstance,intheUnitedKingdom,42%ofprimaryandsecondaryteachersusedgenerativeAItoaidwiththeirschoolwork

inNovember2023,asignificantincreasefrom

17%inApril2023.8Alongsidenewincentives

andstructuralframeworksaimedatdeveloping,

attractingandretainingtalentwithintheeducationsector,governments,businessandcivilsocietycansupporttheintegrationofAIasatoolfortoday’s

teachersandasanattractiveadditionalskillsetforprospectivefutureteachers.

1.2Administrativeandassessmentgaps

Thescarcityofteachersiscompoundedbythe

Inefficientassessmentprocessesalsohinder

theabilityofeducationleadersatthedistrict,

nationalandgloballevelstomaketimelyand

data-drivendecisionswhenitcomestotheir

educationstrategiesandinvestments.Forexample,whileeducationsystemsaimtoregularlyassess

studentunderstandingthroughouttheschoolyear,comprehensiveevaluationsthatarecomparable

acrossschoolsoccurinfrequently.Learner

performanceistypicallyevaluatedsporadicallyby

schoolsandonlyannuallybyMinistriesofEducationduringcurriculumreview.Meanwhile,cross-countrycomparisons,suchasthoseconductedthrough

theOECD’sProgrammeforInternationalStudentAssessment(PISA),takeplaceeverythreeyears.Thislackoffrequentdataonstudentlearning

outcomesandskillsgapspreventseducation

systemsfromhavingtheagilityrequiredtoadapttochanginglearningandlabour-marketneeds.

IntegratingAItechnologiesintoeducational

assessmentsoffersthepotentialforeducatorstogainreal-time,data-driveninsightsintostudent

learningtrends,identifyingareasofstrengthand

weaknessandassessinginstructionaleffectivenessonalargescale.Italsohelpsinevaluating

non-standardtestsmoreefficiently,informing

instructionaldecision-makingandcurriculum

development,andenhancingtheoverallqualityofeducationdelivery.

administrativeburdenstheyfaceintheworkforce.ArecentsurveyofteachersintheUnitedStates

foundthatwhiletheyworkanaverageof54hoursperweek,only46%ofthattimeisspentteaching.Similarly,whenlookingacrossOECDcountries,

lowersecondaryschoolteachersspendanaverageofabout44%oftheirworkingtimeonteachingandtherestoftheirtimeonnon-teachingtasks.9The

burdenofrepetitiveadministrativetasksisregularlycitedbyteachersandschoolleadersasoneof

theleadingaspectsaffectingthequalityofjobsintheeducationsector.InthelatestOCEDTeachingandLearningInternationalSurvey,themainsourceofstressforteachersinbothprimaryandlower

secondaryeducationhasbeen“havingtoomuchadministrativeworktodo”,at47%and48%,

respectively.10

Addressingthesepainpointsexpressedby

teachersandschoolleadersbyautomating

administrativetasksandaugmentinghuman-

centriconescouldhelpfreeuptimethatteacherscanspendonhighervaluetasks–suchasdirectlyengagingwithstudents,customizingcontent

formaximumimpactordevelopingtheirownpedagogicalskills.Alleviatingthisburdencanimprovetheattractivenessofthesector,whichcouldinturnhelpmitigatetheglobalteachershortagenotedintheprevioussection.

ShapingtheFutureofLearning:TheRoleofAIinEducation4.07

1.3

Digitalskillsgaps

However,AIcanalsoleadtojobdisplacementby

automatingthemajorityoftasksinsomeroles.

Thoselackingtechnologicalliteracyaremostatriskofdisplacement,whilethoseupareabletoreskill

andupskillinavarietyofskills–includingbecomingproficientinusing,developing,explainingor

applyingAI–aremostlikelytomakesuccessfuljob

transitions.14Toprepareworkersandaddressglobaldigitalandskillsshortagesinthemedium-to-long

term,teachingabouttechnology,includingAI,mustbeemphasizedineducation.

Thesefuture-readydigitalskillsshouldalsoincludeeducationabouttheuseofnewtechnologiesaswellashowtobesafeandethicalproducersandconsumersoftechnology.Youngdevelopersneedtounderstandtheethicalconsiderationswhen

designingAIandmustdevelopakeenawarenessofthepotentialrisksandimplicationsofAIdesignanddeployment.

GenerativeAIhasthepotentialtocreatetrillionsofdollarsineconomicvalue,drivenbyincreasesin

labourproductivityandthecreationofnewrevenuestreamsfromproductinnovation.11However,suchestimatesrelyontheassumptionthatindividuals,teamsandorganizationswillhavetheabilityand

willingnesstouseAIandothertechnologytoolseffectively.

WhilethepotentialeconomicbenefitsofgenerativeAIandotheremergingtechnologiesarepromising,unlockingthisvaluehingesonaddressingthemostsignificantbarriers:persistentglobalshortagesin

digitalskillsandAItalent.Thecurrentlabourmarketisalreadyexperiencingsignificantshortagesof

workerswithexpertiseinAItechnologyandthis

demandispoisedtoescalatefurther.Arecent

surveyshowsthat68%ofexecutivesreporta

moderate-to-extremeAIskillsgap.12Furthermore,advancesinAIdevelopmentareslowingduetoaglobalshortageoftalentwithskillsinareassuchasdeeplearning,naturallanguageprocessingandroboticprocessautomation.13

ShapingtheFutureofLearning:TheRoleofAIinEducation4.08

2

FIGURE2

PotentialofAIin

enablingEducation4.0

ThischapterexploresthepotentialwaysinwhichAIcanaddressthegapshighlightedinthepreviouschapter.

4PromisesofAIineducation

Supportingteachers'role:

augmentationandautomation

Re?ningassessmentand

decision-makingineducation

SupportingAIanddigitalliteracy

Personalizinglearningcontentandexperience

First,integratingAIintoeducationpresents

anopportunitytostreamlineabroadsetof

administrativetasksforteachers,allowingthemtodedicatemoretimetoengagewithstudents.

Second,AIcanhelpteachersinassessinglearnersmorerapidlyandenablingthemtoprovidemore

immediatefeedback.Third,AIcanenablestudentsandlearnerstodevelopdigitalliteracy,critical

thinking,problem-solvingandcreativityskills.

Finally,AIcanpersonalizethelearningexperience,supportedbyteachers,leadingtoimproved

academicperformanceandbetteradaptationto

diverselearningneeds.Acrossallfouropportunityareas,AIisacomplementarytoolthatenhances

theeducationalexperience,whilepreservingthe

essentialhumanelementsembeddedinteachingandlearning.Inaddition,learningaboutAIand

digitalskills–eventhroughtraditionalmethods–cansupportlearnersinbeingpreparedforthejobsoftomorrow.

2.1

Supportingteachers’rolesthroughaugmentationandautomation

NewdevelopmentsinAIcanprovideanopportunity

toredefinethenatureandqualityofworkin

educationroles.ResearchbytheWorldEconomicForum,producedincollaborationwithAccenture,15findsthat40%ofalltimespentontaskscould

potentiallybeimpactedbylargelanguagemodels(LLMs).Thisappliestoteachingaswell:whilesometeachingtaskscouldpotentiallybeautomatedby

thesenewtechnologies,othertasksstandtobeaugmentedorenhancedbyLLMs(seeTable1).

Taskswiththemostpotentialtobeautomatedor

replacedbyLLMsarethosethattendtoberoutineorrepetitive.Intheeducationsector,upto20%ofworktimeonclericalactivitiesandadministrative

tasks,suchasassessingattendance,enrolmentandotherformsofdataanalysis,couldbeautomated.

TasksmostlikelytobenefitfromtheaugmentationpotentialofLLMstendtoemphasizeanalytical

andproblem-solvingcapacities.Thesetasksmakeup8%-20%ofworktimespentontasksinthe

educationsectorandincludelessonplanningandevaluatingstudentperformance.

ShapingtheFutureofLearning:TheRoleofAIinEducation4.09

TABLE1Impactoflargelanguagemodels(LLMs)oneducationtasks

Automatabletasks

–

–

–

Compilelistsofbooks,periodicals,articlesandaudio-visualmaterialsonparticularsubjects.Verifyfacts,datesandstatistics,usingstandardreferencesources.

Gradehomeworkandtests,andcomputeandrecordresults,usinganswersheetsorelectronicmarkingdevices.

Augmentabletasks

–

–

–

–

Analyseperformancedatatodetermineeffectivenessofinstructionalsystems,coursesorinstructionalmaterials.

Designlearningproducts,includingWeb-basedaidsorelectronicperformancesupportsystems.Developteachingortrainingmaterials,suchashandouts,studymaterialsorquizzes.

Prepareassignmentsforteacherassistantsorvolunteers.

Lowerpotentialforexposureandunaffectedtasks

–

–

–

–

–

Establishclearobjectivesforalllessons,unitsandprojectsandcommunicatethoseobjectivestochildren.

Conferwithleadersofgovernmentandcommunitygroupstocoordinatestudenttrainingortofindopportunitiesforstudentstofulfilcurriculumrequirements.

Collaboratewithotherteachersandadministratorsinthedevelopment,evaluationandrevisionofelementaryschoolprogrammes.

Planandsuperviseclassprojects,fieldtrips,visitsbyguestspeakersorotherexperientialactivities,andguidestudentsinlearningfromthoseactivities.

Setupclassrooms,facilities,educationalmaterialsorequipment.

Source

WorldEconomicForum,incollaborationwithAccenture,2023.

Tasksthatemphasizeinterpersonalinteractions,likeface-to-facecommunicationorphysicalinteractionswithyounglearners,arelikelytobeunaffectedornotenabledbyLLMs,andmostteachingtasks–and

roles–featureprominentlyinthiscategoryofjobsthatarelikelytobeunaffectedbyAI(seeFigure3).

Takentogether,theautomationandaugmentationpotentialofLLMsforroutineandrepetitive

administrativeworkinteachingopensupmore

timeforeducatorstofocusoncreativetaskssuch

ascurriculumdesignand,ofcourse,theessentialeducationalaspectsofinterperson