Proceedings of the 8th International Academic Conference on Teaching, Learning and Education
Year: 2024
DOI:
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A.I. and Adult Education in Greek Second Chance Schools: A Blessing or a Curse?
Avraam Sachpatzidis
ABSTRACT:
The integration of Artificial Intelligence (A.I.) in educational systems worldwide has garnered significant attention, including in the context of Greece’s Second Chance Schools (SCS). These schools provide opportunities for adults to complete their basic education and improve their employment prospects. The application of A.I. in such settings offers numerous potential benefits, but it also raises important concerns. This essay examines whether A.I. represents a blessing or a curse for adult education in Greek Second Chance Schools. A.I. has the potential to revolutionize adult education in Greek Second Chance Schools by offering personalized learning experiences. A.I. systems can analyze individual learners’ progress and tailor educational content to meet their unique needs, ensuring that each student receives the support necessary to succeed. This level of customization can help adult learners, who often have diverse educational backgrounds and learning paces, achieve better outcomes. Additionally, A.I. can significantly enhance accessibility to educational resources. Many adult learners in Second Chance Schools may face challenges such as work commitments, family responsibilities, or geographical constraints. A.I.-powered online platforms can provide flexible, on-demand access to learning materials, allowing students to study at their convenience. This flexibility is particularly beneficial in a country like Greece, where rural and remote areas often lack adequate educational facilities. A.I. can also streamline administrative tasks, reducing the burden on educators and allowing them to focus more on teaching and mentoring. Automated systems can handle enrollment, track student progress, and provide real-time feedback, improving the overall efficiency of the educational process. Moreover, A.I.-driven data analysis can help identify trends and areas for improvement, enabling Second Chance Schools to continuously enhance their educational offerings. Despite the potential benefits, the introduction of A.I. in Greek Second Chance Schools is not without its challenges. One of the primary concerns is data privacy and security. A.I. systems require access to vast amounts of personal data to function effectively. Ensuring the confidentiality and ethical use of this data is crucial to prevent misuse and protect students’ privacy. Another significant challenge is the digital divide. While A.I. can improve access to education, it also risks exacerbating existing inequalities. Not all adult learners in Greece have access to the necessary technology or possess the digital literacy skills required to benefit from A.I.-driven education. This digital divide could further marginalize disadvantaged groups, undermining the inclusive goals of Second Chance Schools. Furthermore, the human element of education remains irreplaceable. The role of educators in providing motivation, mentorship, and emotional support is critical, especially for adult learners who may face various personal and professional challenges. Over-reliance on A.I. could reduce these essential human interactions, potentially diminishing the overall educational experience and effectiveness. The use of A.I. in Greek Second Chance Schools presents both opportunities and challenges. On one hand, it offers personalized learning, increased accessibility, and administrative efficiency, which can significantly enhance the educational experience for adult learners. On the other hand, it raises concerns about data privacy, the digital divide, and the potential loss of the human touch in education. To ensure that A.I. serves as a blessing rather than a curse, it is essential to implement it thoughtfully, with robust ethical standards and a commitment to addressing inequalities. By balancing the advantages and mitigating the drawbacks, A.I. can become a powerful tool in supporting the mission of Greek Second Chance Schools.
keywords: A.I; Adult Education; Second Chance Schools; challenges; digital literacy