Empowering educators to be AI-ready

Luckin, R; Cukurova, M; Kent, Carmel and du Boulay, B (2022). Empowering educators to be AI-ready. Computers & Education, 3, article no. 100076.

DOI: https://doi.org/10.1016/j.caeai.2022.100076


In this paper. we present the concept of AI Readiness, along with a framework for developing AI Readiness training. ‘AI Readiness’ can be framed as a contextualised way of helping people to understand AI, in particular, AI that is data driven. The nature of AI Readiness training is not the same as merely learning about AI. Rather, AI Readiness recognises the diversity of the professions, workplaces and sectors for whom AI has a potential impact. For example, AI Readiness for lawyers may be based on the same principles as AI Readiness for Educators. However, the details will be contextualised differently. AI Readiness recognises that such contextualisation is not an option: it is essential due to the multiple intricacies, sensitivities and variations between different sectors and their settings, which all impact on the application of AI. To embrace such contextualisation, AI Readiness needs to be an active, participatory training process and aims to empower people to be more able to leverage AI to meet their needs.

The text that follows focusses on AI Readiness within the Education and Training sector and starts with a discussion of the current state of AI within education and training, and the need for AI Readiness. We then problematize the concept of AI Readiness, why AI Readiness is needed, and what it means. We expand upon the nature of AI Readiness through a discussion of the difference between human and Artificial Intelligence, before presenting a 7-step framework for helping people to become AI Ready. Finally, we use an example of AI Readiness in action within Higher Education to exemplify AI Readiness.

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