By Prof. A Seetharaman

Considerable concentration is underway recently for using Artificial Intelligence. Some of today’s most pressing issues in education can be addressed with AI, which can also be used to improve teaching and learning methods. even faster. On a larger scale, educators have only recently speeded up to investigate the educational prospects that AI applications have for assisting learners across the student life cycle for Teaching at Higher Education Institutes and Universities. During our study, three important issues were cropped in this study i.e teacher’s competency, Student expectations and Technology Integration.

Teacher’s competency and its compatibility with student expectations. Improving teachers’ competencies to implement augmented learning at universities.

This is a challenging and formidable task. Teacher Capabilities have been characterized as “the knowledge, skills, and attitudes that enable teachers to effectively perform the tasks required of them in their jobs.” A comprehensive description of capabilities is provided by experimenters in relation to workplace competency integrated skills, knowledge, and stations that are necessary for workplace success and may involve specific values and tone-provocation, which are both observable and non-observable.

Numerous forces are pressuring the education system to remodel itself for the future, significantly altering the role of the teacher.  Recent advancements in artificial intelligence (AI) approaches have drawn significant contributions from academia and industry. The sophisticated neural network-based machine learning techniques are flourishing and will continue to do so, owing to the exponential expansion in computer power and available data. Besides these, considerable attention is to be paid on Artificial intelligence Vs traditional skills, Blend of human and robotics, Training and development, Steam Education, Intellectual Capital of teachers. The technological aspects help to improve classroom management by teachers.

Students’ Expectations on Technology integration of infrastructure and teacher’s competency. satisfactorily.

An observation and outcome from a study signifies that students’ responses to closed-ended and open-ended questions revealed a wide variety of expectations. The majority of students reported expectations that were compatible with some level of altered instruction. First-year students anticipate more active learning in class, more out-of-class coursework during non- exam weeks, and a greater emphasis on social learning practices than second-year students.

A critical component of Education for Sustainable Development – ESD should not be overlooked. ESD is the primary expectation students have of their studies: they expect to be adequately prepared to compete successfully in the labour market in the challenging technological environment. In this connection, technological aspects are to be inducted to students on AI-ALS,

diversity of teaching courses, ethics and feasibility of new technologies, positive and negative aspects of robots in the room, student’s exam performance prediction, tutoring domain specific problems solving strategies etc. The technological aspects help to achieve a paradigm shift from conventional learning and virtual learning. 

Influence of technology integration on the adoption of artificial intelligence.

Digital technologies are constantly reshaping business structures and society, and they are critical components of the future’s innovation-driven economies. This technological revolution was enabled by the internet and cutting-edge digital technologies such as artificial intelligence, the internet of things, big data, cloud computing, and blockchain. Digitalization has impacted our daily lives in a variety of ways, including health, education, agriculture, governance, taxation, transportation, entertainment, and the environment. There are both opportunities and challenges associated with digitization.

 There are numerous interpretations of technology integration, including the following: a sustained and ongoing change in the social system as a result of the adoption of technology to assist students in structuring information; the use of ICT tools for teaching as an integrative or mediator in the performance of learning and teaching activities; the use of technology as a tool to support the learning process by teachers and students. The bright and dark side of the areas are- AI readiness, robotics, cultural diversity, mobile devices for HE, University Industry collaboration, integration environment with infrastructures etc. These technological aspects help to improve augmented learning.

 Critical Relationship among the factors of teachers’ competency, student expectation and technology integration while initiating Artificial Intelligence. 

The three primary factors have a lot of interdependencies upon each other. The teachers’ competencies and students’ expectations are symbiotic and driven by technological integrations and interfaces. As we see evolution and addition to the faculty competencies, we see an increase in teachers’ leveraging technology, improving technology integration in the pedagogy, teaching and learning process.

Similarly, as technology evolves, we see the students embracing adaptive learning and finding more convenient virtual learning avenues. The faculty drives this change in student expectations by engaging the students in interactive learning and recording and animations- enabled videos and presentations. Alternatively, an increase in teachers’ competencies and students’ expectations results in the deployment of technology in future modules of academics. Teacher’s competency in using the AI in their teaching program grows the level and quality of student’s expectation of outcome of teaching supported by AI.

Author: Dr.A.Seetharaman, Dean, Research, S P Jain School of Management.

The article is based on the research published in the International Journal of Special education, co-authored by Dr. A.Seetharaman from S P Jain School of Global Management in Singapore, With Anubhuti Srivastava and Dr. VeenaJadhav

(The author is Prof. A Seetharaman MCom MBA FCA DMA CA(M) PhD | Dean – Research, S P Jain School of Global Management, and the views expressed in this article are his own)