Transformar i reformar el sistema universitari indi amb intel·ligència artificial
DOI:
https://doi.org/10.1344/der.2024.45.98-105Paraules clau:
pensament crític, sistema educatiu indi, revisió sistemàtica, intel·ligència artificial en educació, EdTech, aprenentatge personalitzatResum
El sector de l'educació i la tecnologia de l'Índia ha crescut de manera exponencial durant els darrers anys, especialment en temps de pandèmia de Covid-19 per diverses raons, inclosa la seva participació important en la revolució de la intel·ligència artificial (IA). La IA ha demostrat ser útil per a totes les parts interessades per (a) millorant l'eficiència i l'eficàcia dels professors i permetent el desenvolupament automatitzat de continguts docents personalitzats; (b) adaptar els materials d'aprenentatge al nivell de competència, estil i ritme d'aprenentatge dels estudiants per millorar la interactivitat i les taxes d'atenció; i (c) per a sistemes efectius de publicació i transferència de professors i predir activitats probables dels estudiants, com ara les taxes d'abandonament escolar a les escoles governamentals. La investigació ofereix una revisió exhaustiva de la inclusió rigorosa de l'Al al sector educatiu de l'Índia mitjançant diverses mesures polítiques. El document realitza una anàlisi temàtica de les dades secundàries com ara documents i notificacions governamentals. El model de Karan i Angadi s'ha adaptat per descriure els temes, subtemes i estratègies d'integració de la IA a l'educació. Segons les conclusions, Al augmenta l'eficiència de la qualificació i fomenta el pensament crític i les habilitats analítiques entre els estudiants. Estudis posteriors poden avaluar l'efectivitat en la integració de la IA en diversos altres camps, com ara ciutats intel·ligents i infraestructures, mobilitat i transport, sector sanitari i agricultura.Referències
“Artificial Intelligence and its Role in Education.” Sustainability, 13(22), 12902. DOI: 10.3390/su132212902
Bansal, M. (2023). “Multidimensional Impact of COVID-19 on the Indian Education Sector.” Management and Labour Studies, 48(2), 214–223. DOI: 10.1177/0258042X211069509.
Bargavi, R. & Shanmugam, K. (2023). “EdTech Industry in India: Revolution and Challenges in the Indian Market: Teaching Case Study.” Journal of Information Technology Teaching Challenges, 1-10. DOI: 10.1177/20438869231189526.
Beard, A. (2020). “Can Computers ever Replace the Classroom?” Guardian. https://www.theguardian.com/technology/2020/mar/19/can-computers-ever-replace-the-classroom
CBSE. Ministry of Education, Government of India. (2019). Artificial Intelligence in School Curriculum. https://cbseacademic.nic.in/web_material/Curriculum20/AI_Integration_Manual_Introduction.pdf
Charania, A., Paltiwale, S., Sen, S., Sarkar, D., & Bakshani, U. (2023). “Leading Edge Use of Technology for Teacher Professional Development in Indian Schools.” Education Sciences, 13(4), 386. DOI: https://doi.org/10.3390/educsci1304386.
Clark, D. (2020). “Artificial Intelligence for Learning: How to Use AI to Support Employee Development. Kogan Page Publishers.
Dogan, M.E., Dogan, T.G. & Bozkurt, A. (2023). “The Use of Artificial Intelligence (AI) in Online Learning and Distance Education Processes: A Systematic Review of Empirical Studies.” Applied Sciences, 13, 3056. DOI: 10.3390/app13053056
Dhouchak, P. & Kumar N. (2023). “A Comparative Analysis of Management Education Quality of Public- and Private-funded Technology-enabled Learning Platforms in India.” Global Business Review, 1–31. DOI: 10.1177/09721509231151543.
Fazzin, S. (2022). EdTech Economy and the Transformation of Education. IGI Global.
Gope, P. C., Gope, D., & Gope, A. (2021). “Higher education in India: challenges and opportunities of the COVID-19 pandemic.” Asian Journal of Distance Education, 16(1), 54-73. Retrieved from: https://www.asianjde.com/ojs/index.php/AsianJDE/article/view/527
Karan, B. & Angadi, G.R. (2023). “Artificial Intelligence Integration into School Education: A Review of Indian and Foreign Perspectives.” Millennial Asia, 1-27. DOI: 10.1177/09763996231158229.
—. (2023). “Potential Risks of Artificial Intelligence Integration into School Education: A Systematic Review.” Bulletin of Science, Technology & Society, 43(3-4), 67-85. DOI: 10.1177/02704676231224705
Majid, I. & Yanduri, V. L. (2022). “Artificial Intelligence In Education.” The Indian Journal of Technical Education, 45(3), 11-16. Available at: https://ssrn.com/abstract=4463555
Miao, F., Holmes, W., Huang, R., & Zhang, H. (2021). AI and Education: A Guidance for Policymakers. UNESCO Publishing.
Miglani, N. & Burch, P. (2019). “Educational Technology in India: The Field and Teacher’s Sensemaking.” Contemporary Education Dialogue, 16(1), 26-53. DOI: 10.1177/0973184918803184
Ministry of Human Resource Development, Government of India, Department of Higher Education. (2015). National Mission on Education Through Information Communication Technology (NME-ICT) Programme. https://www.aicte-india.org/downloads/MHRD%20moocs%20guidelines%20updated.pdf
Ministry of Human Resource Development. (2020). National Education Policy 2020. Government of India. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf
Ministry of Skill Development and Entrepreneurship. (2023). National Programme on Artificial Intelligence (NPAI) Skilling Framework. https://www.ugc.gov.in/pdfnews/5732498_Report-on-NPAI-Skilling-Framework.pdf
National Educational Technology Forum. (2023). Design and Architecture Framework for Education Ecosystem Registry. https://www.education.gov.in/sites/upload_files/mhrd/files/upload_document/EER-v9.pdf
NITI Aayog. (2018). National Strategy for Artificial Intelligence. https://niti.gov.in/sites/default/files/2019-01/National-Strategy-for-AI-Discussion-Paper.pdf
Pinto, M., & Leite, C. (2020).”Digital Technologies in Support of Students Learning in Higher Education: Literature Review.” Digital Education Review, 37, 343 - 360. DOI: 10.1344/der.2020.37.343-360.
Ray, A. (2020). “Indian edtech startups received over $2.22 billion funding in 2020: Report Company Business News.” Mint. https://www.livemint.com/companies/start-ups/indian-edtech-startups-recieved-over-2-22-billion-funding-in-2020-report-11608201389381.html
Seo, K., Tang, J., Roll, I., Fels, S., & Yoon, D. (2021). “The Impact of Artificial Intelligence on Learner-Instructor Interaction in Online Learning.” International Journal of Educational Technology in Higher Education, 18(1), 1-23, DOI: 10.1186/s41239-021-00292-9
Su, J., Zhong, Y., & Ng, D. T. K. (2022). “A meta-review of literature on educational approaches for teaching AI at the K-12 levels in the Asia-Pacific region.” Computers and Education: Artificial Intelligence, 3, 100065. https://doi.org/10.1016/j.caeai.2022.100065
Suneja, V., & Bagai, S. (2021). “Examining the Impact of COVID-19 Pandemic on Online Education: Reviewing the Indian Schooling System Based on the Perspective of Major Indian E-tutoring Platforms.” Vision, 1-6. DOI: 10.1177/09722629211029011.
Tuomi, I. (2018). The Impact of Artificial Intelligence on Learning, Teaching and Education. Publications Office of the European Union. DOI: 10.2760/12297
Unified District Information System for Education Plus. (2021). Report on Unified District Information System for Education Plus. https://www.education.gov.in/sites/upload_files/mhrd/files/statistics-new/UDISE%2B2020_21_Booklet.pdf
Waoo, A & Waoo, A. (2022). “The New Educational Policy in India: Towards a Digital Future.” Journal of Edusci, 2, 30-34. DOI: 10.37899/journallaedusci.v2i6.558.
World Bank Group. (2022). World Bank Signs Project to Improve Quality of India’s Education System. https://www.worldbank.org/en/news/press-release/2021/01/28/world-bank-signs-project-to-improve-quality-of-india-s-education-system
Zainal, A. Z., & Zainuddin, S.Z. (2020). “Technology Adoption in Malaysian Schools: An Analysis of National ICT in Education Policy Initiatives.” Digital Education Review, 37, 172-194. DOI: https://doi.org/10.1344/der.2020.37.172-194.
Descàrregues
Publicades
Número
Secció
Llicència
Drets d'autor (c) 2024 Vibha
Aquesta obra està sota una llicència internacional Creative Commons Reconeixement-NoComercial-SenseObraDerivada 4.0.
The authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication.
- The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
- In order to mention the works, you must give credit to the authors and to this Journal.
- Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
