Abstract:

This study assesses the impact of an innovative programme that integrates Artificial Intelligence (AI) and Socio-Emotional Learning (SEL) within Slovenia's educational sector. It involves a diverse group of 93 participants, engaging them in a longitudinal evaluation to track their competence development. Tailored to the European Commission's guidelines and the DigComp 2.2 framework, this programme aims to concurrently enhance digital and intra-/interpersonal competencies. It asserts that merging SEL with AI literacy could substantially boost digital skills, highlighting the pivotal role of educators' attitudes in this fusion. Central to the study is a comprehensive evaluation using several standardized self-assessment tools (GAAIS, DigComp2.1, Brackett et al. Beliefs about SEL, Attitudes toward the Ethics of Artificial Intelligence), measuring both digital and SEL competencies. This approach is designed to uncover the potential of a holistic educational model that combines technological proficiency with socio-emotional development. Spanning from October 2022 to November 2023, this longitudinal study uncovers significant results. Participants exhibited marked improvements in both digital and SEL competencies, suggesting notable correlations between specific aspects of digital and personal transversal competencies. These findings illuminate the symbiotic relationship between AI literacy and SEL, affirming the programme's efficacy in enhancing educational outcomes. The insights derived from this study offer critical implications for educational practices. They highlight the necessity for classrooms to not only foster relevant competencies among students and teachers but also to provide the requisite infrastructure and support. This entails ensuring access to suitable technological resources and continuous professional development for educators. Moreover, the study provides actionable insights for educational practitioners, stressing the importance of responding effectively to the rapid technological evolution and tackling ethical challenges associated with AI in education. It calls for future research to devise methods for managing the ethical complexities inherent in the rapidly changing tech environment. By resolving these issues, it is possible to achieve a harmonious blend of digital and personal competencies in educational frameworks, leading towards a more human-centric educational technology model.

Keywords:

Artificial intelligence, education, longitudinal, intrapersonal competence, interpersonal competence.