Dilemmas of AI-assisted linguistic upbringing – researching preferences and fears of student teachers of foreign languages and home language

Abstract

<ns3:p>With Artificial Intelligence revolutionizing every single aspect of life, it is no wonder that education will also be transformed. Teachers are facing the challenges of becoming familiar with and understanding new tools and incorporating them into their instruction and upbringing. The purpose of the study was to investigate future teachers’ preferences and fears about AI-assisted education and upbringing, with a special focus on ethical aspects of AI use. Since the concept of linguistic upbringing, understood as supporting humans in putting their potential into action, is gaining more prominence these days, it is essential to see the ethical side of the teachers’ relationship with Artificial Intelligence. To address these issues, an anonymous questionnaire was conducted among student teachers of foreign languages and Polish in a number of universities all over Poland. The research showed student teachers’ well-established beliefs in the role of Generative AI in education as well as their high level of awareness of dangers and problems posed by AI. The article proposed recommendations for enriching teacher preparation programs with topics related to AI in a dispersed way.</ns3:p>

Ähnliche Arbeiten