Martin Sposato, Zayed University

Document Type

Article

Source of Publication

Quality Education for All

Publication Date

1-28-2025

Abstract

Purpose

This paper aims to examine the complex balance between enthusiasm and skepticism regarding artificial intelligence (AI) integration in educational practices. It advocates for a cautious, evidence-based approach while addressing both opportunities and challenges, aligning with the United Nations Sustainable Development Goal 4 (SDG4) for Quality Education.

Design/methodology/approach

Through critical analysis of current discourse surrounding AI in education, this paper synthesizes existing literature on both supportive and skeptical perspectives. The methodology involves systematic examination of past educational technology trends, current AI developments and their implications for teaching and learning. The paper develops its research agenda through careful consideration of existing empirical studies, theoretical frameworks and identifying gaps in current understanding.

Findings

The analysis reveals that while AI offers promising potential for enhancing learning outcomes and educational accessibility, its integration presents significant challenges that require careful consideration. The paper identifies critical tensions between technological innovation and pedagogical values, highlighting areas where enthusiasm for AI adoption must be tempered with empirical evidence and critical evaluation. Current evidence suggests that successful AI integration requires balanced consideration of both opportunities and limitations, with particular attention to maintaining human-centered educational practices.

Originality/value

This viewpoint provides a comprehensive framework for understanding the dialectic between AI’s educational potential and its limitations. By synthesizing both supportive and critical perspectives, it offers a nuanced approach to AI integration that acknowledges both opportunities and challenges. The article’s value lies in its systematic identification of key research priorities and its emphasis on evidence-based implementation strategies that serve educational goals while mitigating potential risks.

ISSN

2976-9310

Publisher

Emerald

Volume

2

Issue

1

First Page

158

Last Page

170

Disciplines

Education

Keywords

Artificial intelligence, Education, Evidence-based practice, Learning impact, Ethical implications, SDG4, Critical evaluation, Pedagogical innovation

Indexed in Scopus

no

Open Access

yes

Open Access Type

Gold: This publication is openly available in an open access journal/series

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