Technology has had an increasingly significant impact on the education sector, with mobile phone technology upscaling the delivery and accessibility of education in the Pacific, and the growth of artificial intelligence (AI) poised to bring about transformative change in the greater Asia-Pacific region.
A research paper on Pacific tertiary students’ readiness to, and perception of, mobile phones has found that the concept of mobile learning in the Pacific region is still an emerging one but, is leading to innovative learning strategies that point in the direction of sustainable and quality learning.
Sharma, Karuna Reddy and Mohammed G. M. Khan said while there is “high proliferation and ownership of mobile devices, the same trend is not seen in education.”
“There is a dearth of researched evidence and analytics to prove the effectiveness of mobile devices in current education. Initiatives and innovations in m-learning will only be successful if the learners are ready to accept and use the mobile devices as a learning and pedagogical tool.”
The impact of the ICT is now deeply rooted in education, the authors said, with its integration into education improving the capabilities and scope of instructors, changing educational delivery, creating opportunities for greater and more comprehensive learning, supporting learners, and enhancing the quality of education.
The paper said mobile devices, in particular the mobile phone and tablets, are increasingly integrated into education and new pedagogies. A growing number of schools, colleges, and universities have introduced mobile phones and tablets in their education system with small pilots and trials, which are subsequently scaled and scaffolded into institution-wide adoption.
The research paper found that while tertiary participants did have a significant level of exposure or experience in using the mobile phone for learning purposes, “to have a fully functional and pronounced mobile learning service in the region, the use of mobile phones need to be successfully integrated into teaching and learning pedagogies and processes.”
“These indicate that the use of mobile technology for academic usage is prevalent at a large scale at tertiary level; however, this technological tool is gradually making its way into the secondary level of education in the Pacific for academic purposes.”
Artificial intelligence
The United Nations Educational, Scientific and Cultural Organization (UNESCO) convened a Round Table on Generative AI and Education in Asia-Pacific in Bangkok in November.
From the potential benefits, such as personalised learning and increased accessibility, to the risks of biases and digital disparities, the discussion delved into the nuanced challenges and opportunities associated with this technology, according to Dr Libing Wang, head of Educational Innovation and Skills Development at UNESCO in Bangkok, Thailand.
Wang said the technology had brought about one of the most significant transformations in education in the AsiaPacific region since the launch of UNESCO’s Education 2030 Agenda in 2015. At the same time, he said people should avoid a naive ‘technological solutionism’ belief – “AI will not and cannot solve all our problems, including those in education.”
He said it’s essential to prepare both teachers and students for the integration of AI into education.
“The integration of generative AI in education can bring both benefits and risks, and it’s essential to consider them carefully and critically. On the positive side, one significant benefit is the potential for personalised learning. Generative AI can adapt educational content to suit individual learning interests, pace, abilities, and styles, providing immediate feedback and support. This interactive process makes learning more effective and caters to diverse learning needs, including those of students with disabilities.
“Generative AI also has the potential to make education more accessible and inclusive for learners with diverse needs. It can deliver high-quality learning resources to remote or underserved regions, overcoming geographical and socioeconomic barriers. Plus, generative AI can be customised to support students with special needs, offering them tailored learning experiences through assistive functions and
communication technologies.”
Generative AI can also empower teachers by saving time and acting as a partner in pedagogical innovation, allowing teachers to automate administrative tasks, streamline lesson planning, and get assistance in creating engaging learning activities, allowing educators to focus more on teaching and
professional development.
Among the risks of using AI is the reliability and biases present in AI-generated content.
“Generative AI models trained on vast, unfiltered datasets with predefined algorithms may perpetuate biases, leading to culturally insensitive or biased content,” said Wang.
“Another risk is the possibility of students over-relying on generative AI for assessments, potentially undermining the development of critical thinking and problem-solving skills. The nature of generative AI is sometimes inaccurate and capable of generating hallucinatory data. Moreover, its use also has the potential to foster a homogeneity of opinions, hindering diversity and creativity in learning.”
