Abstract:

When we talk about the role of educators in digitally enhanced learning settings, we cannot ignore the fact that artificial intelligence is becoming increasingly important. AI in Education (AIEd) has grown rapidly over the last five years. The systematic review on AIEd [1] analyses the use of AI in Higher Education and identifies five usage types: Assessment/Evaluation, Predicting, AI Assistant, Intelligent Tutoring System, and Managing Student Learning. Furthermore, Education 5.0 [2] represents a transformational change in education that considers technological advancements and evolving learner needs. It builds upon previous education models and integrates emerging technologies to establish an education system that prioritises learners and prepares them for the future.
The utilisation of AI in educational environments can be classified into four categories: Student Teaching, Student Supporting, Teacher Supporting, and System Supporting [2]. These diverse applications require distinct competencies from both educators and learners to effectively tackle the challenges posed by these innovative teaching and learning methods while upholding ethical standards and trustworthy AI.
While the TPACK framework [3] views technological (T), pedagogical (P), and content (C) knowledge (K) as required to integrate technology in teaching, we emphasize the necessity to add one more dimension to this framework that integrates 21st century skills, such as critical thinking, judgement, sociolinguistic, intercultural, interpersonal skills.
Within the Erasmus+ project EDUdig, we have already focused on enhancing the development of educators’ digital competencies. This project produced a content collection based on the areas and competencies of the DigCompEdu framework that supports educators in developing their digital and pedagogical competencies.
This paper ties all elements up, focuses on the role of the educator and discusses competencies that enable them to work in AI enhanced environment without losing the reflective, collaborative character of learning and teaching. It opens the possibility for further work on the existing resources created in the EDUdig project in terms of the ethical guidelines for the use of human centred AI [4].

References:
[1] H. Crompton, D. Burke, “Artificial intelligence in higher education: the state of the field,” in International Journal of Educational Technology in Higher Education, 2023. vol. 20, no. 1, pp. 1-22, 2023. https://doi.org/10.1186/s41239-023-00392-8
[2] A. M. Alharbi, “Implementation of Education 5.0 in Developed and Developing Countries: A Comparative Study,” in Creative Education 2023. vol. 14, no. 5, pp. 914-942, 2023. https://doi.org/10.1007/s11115-022-00659-0
[3] M. J. Koehler, P. Mishra, K. Kereluik, T. S. Shin, C. R. Graham, “The technological pedagogical content knowledge framework,” in Handbook of Research on Educational Communications and Technology (J. Spector, M. Merrill, J. Elen, M. Bishop, eds), pp. 101-111, Springer, New York, NY, 2014. https://doi.org/10.1007/978-1-4614-3185-5_9
[4] European Commission, Directorate-General for Education, Youth, Sport and Culture, Ethical guidelines on the use of artificial intelligence (AI) and data in teaching and learning for educators. Publications Office of the European Union, 2022. https://data.europa.eu/doi/10.2766/153756

Keywords:

Educator 5.0, Trustworthy AI, Human-centred AI, Teaching and learning in AI enhanced environments.