Thought-provoking session on ‘Aristotle vs. ChatGPT at IGCF

The discussion brought together a panel of expert speakers including Guido Bertucci, Executive Director of Governance Solutions International; Dr. Inhyok Cha, Digital Twin TF team leader of the Presidential Committee on the Digital Platform of the Republic of Korea; Geoffrey Alphonso, CEO of Alef Education; and Osama El Gohary, Assistant to the Egyptian Prime Minister and IDSC Chairman. The session was moderated by Dr. Eesa Al Bastaki, President of University of Dubai.

The session commenced with a discussion on the overarching question: Will the future of education be dominated by modern technologies or rely on the comprehensive expertise of teachers, who have held sway since the age of philosophers like Aristotle?

Bertucci weighed in on the dilemma, suggesting that AI and technologies like ChatGPT should be gradually integrated into curricula. Technology could assist in managing the overwhelming amount of data and information that modern education entails, thereby enabling students to develop their creativity and problem-solving skills. “In an era where information overload is a concern, AI and ChatGPT can assist in managing vast amounts of data, making it more digestible for students,” he noted.

Government communication and teacher preparation

Dr. Cha highlighted the vital role of government communication in managing the integration of technology into education. Emphasising that AI technologies like ChatGPT could be made accessible to billions of people at minimal cost, provided there is universal connectivity, he deemed it an ethical and moral responsibility of governments, as connectivity could significantly impact technological advancement and development.

Alphonso shifted the discussion to the challenges faced by educators in navigating a technologically advanced educational environment. 

“Technology should enable teachers by alleviating routine tasks, allowing them to focus on facilitating meaningful learning experiences for students. It will empower teachers, not replace them,” he said, also highlighting the importance of continuous teacher training and development to ensure they are equipped to harness the benefits of technology to provide enhanced learning.

El Gohary articulated that governments’ overarching goal should be to help society navigate the complexities of education in an increasingly technologically advanced world, while focused on the end-results that we seek out of education: societal inclusion, improved efficiencies, and the quality of knowledge imbibed. “AI is a big umbrella encompassing a multitude of technologies, but its true power lies in how governments utilise these technologies to benefit society,” El Gohary cautioned.

Dr. Cha questioned AI’s ability to imbue students with ethics - a concern that has long been central to education. “AI, as a tool to accumulate knowledge, should not be feared but should be harnessed to create an inclusive and knowledge-based education system,” Dr Cha said. Echoing the sentiment, Alphonso noted that while AI like ChatGPT can answer questions, it cannot (yet)  foster a moral compass or critical thinking skills.

The session panellists agreed that all technology, including AI, can be a powerful force for good in education. However, it must be governed by robust policies and ethical considerations. The consensus was that AI can and will serve humanity and complement the work of educators, ultimately enhancing the learning experience.