Education in Artificial Intelligence or Artificial Intelligence in Education: sociological approach

Vuković, Ana (2026) Education in Artificial Intelligence or Artificial Intelligence in Education: sociological approach. In: ISA RC04 Midterm Conference Education and AI. University of Belgrade, Faculty of Education, Serbian Sociological Association, Institute for Political Studies, Belgrade, p. 80. ISBN 978-86-7849-378-2 (FEUB), ISBN 978-86-81319-24-6 (SSA), ISBN 978-86-7419-455-3 (IPS)

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Abstract

The use of artificial intelligence is no longer a matter of choice, as most propo­ nents of this learning model claim, but rather a matter of the survival of schooling and education. It is believed that children who do not have the opportunity to use artificial intelligence technology in early education will be disadvantaged in their future progress in life because they will not be able to adapt to the information age. Such claims do not reject classical methods of education as a priori bad, but they indicate that they are not sufficient to become people equipped to reach for more knowledge and information. Several basic theses that can be found in documents and articles dealing with the use of artificial intelligence in education revolve around several ideologemes. Namely, that artificial intelligence is not here to threaten the role of the teacher, but to enable him to work more effectively; that artificial intelligence is a supplement, not a formula for better education; and most importantly, regardless of the importance of the inevitable application, artificial intelligence in education must be subject to ethical principles - that it cannot replace the human face of the educational process, social interaction with the teacher, peers and the wider social environment, but that it can contribute to the threat of private data and security on the Internet. In this paper, we will deal with the ethical aspect of the use of artificial intelligence in education and classical forms of education.

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