Amidst the current digital landscape, researcher Xabier Iturralde (Azpeitia, 2000) is examining the influence of generative artificial intelligence (AI) in education. His doctoral thesis aims for a deep understanding of this phenomenon, going beyond superficial discourse. While the research is focused on Araba, Bizkaia, and Gipuzkoa, he will undertake an academic stay at the Slate research center in Norway to give his work an international dimension.
Iturralde, who works as a teacher and researcher, notes that the widespread adoption of tools like ChatGPT in November 2022 marked a milestone, but he emphasizes that generative AI has existed for a long time. "What has truly caused a new revolution in education and society in general is its creative capability," he states, adding that the confusion of concepts indicates significant ongoing ignorance about the subject.
The initial findings of the thesis reveal that teachers perceive significant potential but also harbor considerable fears. Ignorance is identified as the primary driver of these fears, stemming from a lack of understanding about how AI functions and its capabilities. "The question is no longer whether to use generative artificial intelligence, because it's already here. Now the question is 'how?'", says Iturralde.
The phenomenon extends beyond classrooms; it is used by students and teachers alike, and parents often struggle with its management. Iturralde does not advocate for prohibition, as it risks exacerbating inequalities. Instead, he proposes fostering understanding, training, and critical use, highlighting educational institutions as the "most powerful spaces" for education.
Generative AI offers substantial opportunities to ease teachers' workloads and personalize student learning. However, it also poses risks concerning ethics, privacy, and academic integrity. Iturralde warns that these tools are not neutral but reflect society, thus underscoring the critical importance of critical thinking and literacy.
Regarding the educational system, Iturralde asserts that the advent of generative AI has exposed its shortcomings, necessitating a transformation of evaluation models and methodologies. "If a machine can perform the tasks required of students, then we are doing something wrong," he declares.
The researcher emphasizes the need for a holistic approach, where laws set rules, guides provide direction, institutions make decisions, and teachers receive training. To date, he has received responses from 350 teachers in Araba, Bizkaia, and Gipuzkoa, stressing the importance of addressing the needs of educators.
According to Iturralde, the key is not to ban artificial intelligence but to educate, developing critical thinking and equipping students with competence. "Many people feel we are facing a monster," he admits, "but if we truly understand generative AI, perhaps we will see that it is not an evil monster, but something we can use to our advantage."
