Harnessing the Power of Artificial Intelligence in Education

Er. Shruti Tiwari

BE, MTech (CSE), Guest Faculty
Department of Sociology, BU, Bhopal (Madhya Pradesh), Bharat (India)
https://orcid.org/0000-0002-0483-039X

Abstract:
Artificial Intelligence (AI) has the power to change how teachers and students teach and learn in
the classroom. AI approaches and styles can offer students personalized feedback and
suggestions, facilitating a more interesting and successful educational experience. Even with
these possible advantages, introducing AI into the classroom is not without its difficulties. The
topic of this article explores the advantages of implementing artificial intelligence (AI) in the
classroom, the difficulties that educators face when implementing AI, and the most efficient
methods for incorporating AI into the curriculum, subject matter, and instructional strategies at
different educational levels.
Keywords: Artificial Intelligence Tools, Artificial Intelligence, Education, Benefits, Challenges
Automation, Intelligent Tutoring Systems, Personalized Learning, Virtual Reality, Artificial
Intelligence in Education, AI in Education.

INTRODUCTION

Providing students with a more individualized learning experience is one of the main advantages
of using AI in the classroom. To provide recommendations and feedback that are specific to each
student's requirements and skills, AI systems can assess student data and adjust to their learning
methods. Learning outcomes for learners may increase as a result of this, which might help to
keep them motivated and interested. Boosting students' comprehension of this quickly
developing technology is an additional benefit to implementing AI into the classroom. By
implementing artificial intelligence (AI) into the curriculum, educators can support students in
gaining a critical understanding of this technology and train them for the opportunities and
challenges of the digital age. And finally, implementing AI into the classroom can support the
growth of essential 21st-century abilities in pupils including cooperation, critical thinking, and
problem-solving.
These abilities can be cultivated via the practical use of AI tools and apps, and they are necessary
for success in the digital age. (Melo, 2023)

LITERATURE REVIEW

According to Chiu (2023)

Tools of generative artificial intelligence (GenAI) are becoming more widely available and have
had a significant impact on education in schools. But most of the conversations take place in
higher education. In educational environments, the viewpoints of educators are essential for

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understanding modern technology. Therefore, the purpose of this qualitative study is to examine
teachers' and leaders' perceptions of how GenAI affects teaching in schools. The initial structure
proposed in a systematic literature review study on AI in education was applied, utilizing four
domains: learning, teaching, assessment, and administration. There were eighty-eight school
teachers and leaders from various backgrounds in attendance. They participated in a focus group
and filled out a survey to discuss how ChatGPT and Midjounery affected classroom instruction
through the use of GenAI.
Twelve subthemes and four major themes were found through thematic analysis. Three
recommendations for practices—know-it-all mentality, new prerequisite knowledge, and
interdisciplinary instruction—as well as three policy implications—new assessment, AI
education, and professional standards—are offered by the findings. Additionally, they offer six
recommendations for future areas in GenAI research in education (Chiu, 2023)

According to Zhang (2023)

This study explores the methods and integration processes of wireless classrooms powered by
artificial intelligence in a variety of educational settings. Building on earlier successes, this study
explains the principles of artificial intelligence, explains the foundations of wireless classrooms,
and examines relevant elements. The study also provides an overview of audience engagement
components within the framework of wireless networks.
Students' opinions and experiences with independent learning are investigated in a questionnaire
survey that is used to evaluate the efficacy of wireless classrooms.
Furthermore, wireless classrooms have definite advantages over traditional classroom setups due
to the integration of pertinent classroom knowledge and the use of a well-structured management
mechanism. These advantages include the promotion of visual feedback, the augmentation of
students' capacity for independent learning, and an overall improvement in the caliber of
contemporary teaching (Zhang, 2023)

This study suggests an interactive learning approach for universities to solve the issue of art and
design instruction in the classroom. It follows by applying artificial intelligence (AI) technology
to assess the effectiveness of art and design instruction. The following goals are the focus of this
study:
To clarify the situation in the field of art and design research today, as well as participatory
teaching strategies employed elsewhere.
To talk about Back Propagation Neural Networks' basic principles and workings, as well as those
of other conventional interactive learning-based teaching methods.
To input test data into the trained model and then compare the output with the results of expert
review. The study's conclusions show that the model for assessing art and design education is
reliable. Students majoring in art and design chance to gain from the suggested interactive
learning approach since it makes studying more interesting and productive while also helping
them to develop their practical abilities. The quality of art and design education provided by
universities can also be enhanced by the application of AI technology for evaluation (Li, 2023).

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According to Farasouli et al.
AI chatbots have currently sparked a global discussion about teaching methods at higher
education institutions. The study covers how AI chatbots affect university professors' assessment
procedures, with a focus on Generative AI and ChatGPT specifically. It also explores teachers'
evaluations of ChatGPT's performance in response to prompts for home exams in undergraduate
contexts. In Turing Test-inspired tests, university teachers (n = 24) from four different
departments of the humanities and social sciences evaluated student and ChatGPT-written
answers to problems from home exams in a blinded manner.
They also interviewed the same teachers in semi-structured focus groups to learn more about
their opinions on the level of writing of the texts they evaluated.
They discovered a 37.5 − 85.7% passing rate range for chatbot-generated texts and a 14–23%
range for chatbot-written suspicion. They found patterns of downgrading for the student-written
texts, indicating that teachers were more critical of these submissions. They explore AI chatbots
as a potentially disruptive technology in higher education practices, drawing on post-
phenomenology and mediation theory (Farazouli, 2023)

According to Trovati et. al

Data science, artificial intelligence, and generic machine learning all heavily rely on automated
decision-making approaches. However, because their solution requirements are likely to involve
a thorough analysis of the potentially countless event combinations that constitute the related
situations, such techniques must maintain the balance between accuracy and computing
complexity.
When trying to solve difficulties, intuition is a crucial tool. More precisely, it can be applied
more effectively to recognize, aggregate, and uncover knowledge in a "parallel" fashion. Thus,
the integration of artificial intuition with data science is probably going to yield new methods
for locating and handling data. This subject has been the subject of much investigation, mostly
using qualitative methods. On the other hand, there aren't many quantitative models or
implementations accessible because of this field's complexity. To provide a more thorough
review, the authors of this study expanded the examination to encompass a multidisciplinary,
real-world sector. The outcomes show how useful artificial intuition may be when included in
frameworks and models for information extraction and decision-making. The results of the
method they described in their paper were contrasted with a comparable assignment completed
by a team of subject-matter experts. This illustrates similar outcomes that highlight the
framework's potential and the use of artificial intuition as a tool for information extraction and
decision-making (Trovati, 2023).

According to Strzelecki 2023

An AI program called ChatGPT can help in writing, learning, and problem-solving while having
a conversational style. The study's goal was to create a model that looked at the factors that
influence college students' adoption and usage of ChatGPT. One earlier theory of technology
adoption served as a base for the suggested model. To create a model that predicted ChatGPT
users' behavioral intention and usage patterns, seven predictors were chosen. Data analysis was

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done using the structural equation modeling technique known as partial-least squares. The
results, which were based on self-reported data from 534 students at a Polish state institution,
showed that the model was accurate and dependable. The results of the study confirmed nine out
of ten hypotheses that were put out. The best predictor of behavioral intention was determined
to be habit, which was followed by hedonic motivation and performance expectancy. Behavioral
intention was the main factor influencing use behavior, with personal innovativeness coming in
second. The study made clear the necessity for more investigation into the potential use of AI
tools in education (Strzelecki, 2023).

According to Farasouli et al 2023

The discussion over educational procedures at global higher education institutions has recently
been fuelled by AI chatbots. The study examines how AI chatbots affect university professors'
assessment procedures, with a focus on Generative AI and ChatGPT specifically. It also explores
teachers' evaluations of ChatGPT's performance in response to prompts for home exams in
undergraduate contexts. In Turing Test-inspired experiments, university teachers (n = 24) from
four different departments of the humanities and social sciences evaluated student and ChatGPT-
written answers to problems from home exams in a blinded manner.
Additionally, they interviewed the same teachers in semi-structured focus groups to learn more
about their opinions on the quality of the texts they evaluated.
They discovered that the cohort as a whole had a passing rate range of 37.5 − 85.7% for chatbot-
generated texts and a suspicion range of 14–23% for chatbot-written messages. They discovered
patterns of downgrading for the student-written texts, indicating that teachers were giving lower
grades to the writings.
Drawing on post-phenomenology and mediation theory, they discuss AI chatbots as a potentially
disruptive technology in higher education practices ( (Farazouli, A., Cerratto-Pargman, T.,
Bolander-Laksov, K., & McGrath, C., 2023).

According to Maria Drossinou Korea And Panagiotis Alexopoulos, "factors arising from the
utilization of artificial intelligence and large language models in special education and training"
Research Paper LLMs are a useful ally when it comes to SET. With the introduction of chatgpt,
in particular, these tools' potential has greatly increased. Even though AI apps already existed,
chatgpt appears to have opened a "can of worms," revealing both new opportunities and dangers.
It is stressed that the teacher must have the necessary training, be aware of any possible risks
associated with AI, and approach chatgpt responses critically. Then, teachers and SEND kids
might both reap the benefits.[ (Maria Drossinou Korea,Panagiotis Alexopoulos, 2024)]

According to Ivanashko, O., Kozak, A., Knysh, T., & Honchar, K. (2024) Survey
The outcomes of the survey indicate that they include the need for further training for instructors
using AI technologies, data privacy, security, bias, and a lack of understanding of how to
interpret AI outcomes. Additional difficulties include participant resistance to change in the
educational process, the high price of AI-based tools, the depersonalization risk, and the loss of
human connection. However, several issues are related to moral and legal issues, necessitating

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the creation of a thorough framework for the academic community's appropriate use of AI-
powered tools for both teaching and multifaceted research. According to the survey, the most
promising areas are personalized learning, predictive analytics, intelligent tutoring systems,
automated creation systems, virtual reality, administrative task automation, and educational
chatbots. Future specialist training can be modernized and the educational process efficiently
shaped by the use of these AI-powered tools. It was discovered that although these AI
technologies are now being used in education, they are continually developing and proving to
have additional advantages when implemented properly and responsibly.[ (Ivanashko, O.,
Kozak, A., Knysh, T., & Honchar, K., 2024)

According to Mintz et al , 2023

The use of commercial AI-enabled technology in the classroom presents concerns about
surveillance, privacy, and the potential exploitation of weaker students. Additionally, there is a
chance that teacher and student data will be handled improperly, which could violate their right
to privacy and undermine their trust in the educational system because of ongoing assessment
and monitoring (Mintz, J., Holmes, W., Liu, L., & Perez-Ortiz, M., 2023).

According to Live Tiles 2021

Students' options for learning in a hybrid environment are increased when you integrate your
digital classroom into a school intranet5. You may design a social network where students can
communicate with instructors, parents, and other students, and you can automate responses,
content, and lessons based on your students' needs (Live Tile, 2021).

Artificial intelligence (AI) will support educators in addressing the wide range of cognitive,
academic, social, emotional, and physical factors that can affect students' learning. It will also
guarantee that all students, regardless of social class, race, gender, sexual orientation, ethnic
background, or physical or mental disability, have equal access to education ( (University of San
Diego online, 2024).

Other Research papers described the potential benefits and expectations as well as risks and
concerns of Artificial Intelligence.

Table 1: Potential benefits and expectations

Help with diagnoses (Chen, X., Zou, D., Xie, H., Cheng, G., & Liu, C., 2022)
(Balas, M., & Ing, E. B., 2023) (Hirosawa, T., Kawamura,
R., Harada, Y., Mizuta, K., Tokumasu, K., Kaji, Y., Suzuki,
T., & Shimizu, T. (2023)., 2023), (Caruccio, L., Cirillo, S.,
Polese, G., Solimando, G., Sundaramurthy, S., & Tortora,
G., 2024), (Kuroiwa, T., Sarcon, A., Ibara, T., Yamada, E.,
Yamamoto, A., Tsukamoto, K., & Fujita, K., 2023), (Koga,

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 S., Martin, N. B., & Dickson, D. W, 2023), (Rizwan, A., &
Sadiq, T., 2023), (Horiuchi, D., Tatekawa, H., Shimono, T.,
Walston, S. L., Takita, H., Matsushita, S., Oura, T.,
Mitsuyama, Y., Miki, Y., & Ueda, D., 2023) (Khan, R. U.,
Cheng, J. L. A., & Bee, O. Y., 2018), (Maenner, M. J.,
Yeargin-Allsopp, M., Van Naarden Braun, K., Christensen,
D. L., & Schieve, L. A, 2016), (Liao, M., Duan, H., & Wang,
G., 2022), (Dutt, S., Ahuja, N. J., & Kumar, M., 2021)
Increasing students' interest (Jauhiainen, J. S., & Guerra, A. G., 2023) (Yu, H., 2023),
(Ivanov, S., & Soliman, M., 2023)
Personalization and help for (Choi, E., 2023) (Zhai, X., 2023), (Alshahrani, A.), (Rane,
students and teachers N., 2023), (Adiguzel, T., Kaya, M. H., & Cansu, F. K.,
2023), (Baidoo-Anu, D., & Owusu Ansah, L., 2023),
(Karakose, T., & Tülübaş, T., 2023), (Rakap, S., 2023)
Teamwork and Inclusion (Alenezi, M. A., Mohamed, A. M., & Shaaban, T. S., 2023)
(Alshahrani, A.)), (Rane, N., 2023) (Karakose, T., &
Tülübaş, T., 2023)
Increasing students’ skills (Bertacchini, F., Demarco, F., Scuro, C., Pantano, P., &
(social, writing skills, Bilotta, E.), (Choi, E., 2023), Alenizi et al. (2023),
communication, and Jauhiainen & Guerra (2023), Rane (2023), Baidoo ,
creativity). Anu & Owusu Ansah (2023), Karakose & Tülübaş (2023)
Learning foreign languages Alenizi et al. (2023)

Table 2: Potential risks and concerns

Potential risks and concerns Studies

Personal data protection and ethical Baidoo-Anu & Owusu Ansah (2023),
issues Alshahrania (2023), Rane (2023),
Bertacchini et al. (2023), AlZu'bi et al.
(2023), Rakap (2023)
Μechanistic responses and Alenizi et al. (2023), Baidoo-Anu & Owusu
lack of personalisation Ansah (2023), (Kasneci et al, 2023)),
Bertacchini et al. (2023), (Rakap, S., 2023)
Bias against groups Baidoo-Anu & Owusu Ansah (2023),
Kasneci et al. (2023), (Mbakwe, A. B.,
Lourentzou, I., Celi, L. A., Mechanic, O. J.,
& Dagan, A., 2023) Bertacchini et al. (2023)
Lack of emotional intelligence and human Baidoo-Anu & Owusu Ansah (2023),
contact Bertacchini et al. (2023), (AlZu’bi, S.,
Mughaid, A., Quiam, F., & Hendawi, S.,
2023), Rakap (2023)

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Inaccuracy of information Choi (2023), Baidoo-Anu & Owusu Ansah
(2023), AlZu'bi et al. (2023)
Copying and reducing language skills Baidoo-Anu & Owusu Ansah (2023), Trust et al.
(2023)
Addiction Choi (2023), Bertacchini et al. (2023)
Lack of time, knowledge Alenizi et al. (2023), Choi (2023)
and access

HOW CAN ARTIFICIAL INTELLIGENCE HELP

IN THE EDUCATION FIELD?
 In personalized learning, the curriculum has historically received a lot of attention, but
students' learning is also given a lot of attention. That being said, a student's learning style is
equally important. Thanks to advancements in AI, educators can now better understand how
their students learn and adjust the curriculum according to their needs.

 As Intelligent Tutoring Systems, or ITS:

ITS are not some abstract concept of the future; rather, they are already functional. Although
they are unusual, they can function without the need for a teacher to be present and can use
various algorithms to effectively challenge and help the learner.
 Guiding by Example: Learners can be assisted in identifying successful problem-solving
techniques by using models of successful teamwork.

 Adaptive Group Formation: AI can create groups that are specifically suited to a given
activity or that maintain a balance between the strengths and limitations of individual learners
by evaluating learner data.

 Intelligent Moderation: Through the use of AI methods like machine learning, Intelligent
Moderation enables human tutors, moderators, and teachers to examine the data generated
by large groups. Teachers can therefore work more productively in the classroom as a result.

 Virtual Reality Learning: By taking insight from the field of aviation education, VR-
assisted learning expands the bounds of the classroom and provides instructional help in real-
world settings. In virtual settings, realistic immersion can provide students with a deeper
comprehension of the subject matter. With fully integrated AIs, humans will use machines
for tasks like fraud detection, information management, job training, space and ocean
exploration, and precision surgery. This will also serve as a stepping stone to real-world
experiences.

 Essay Grading Software: Instantaneous essay grading software for students is a big plus.
All of the graded essays are entered into a single database that is used to compare essays in
the future.

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 Real-time Problem Solving Assessment: Providing simultaneous instruction in a classroom
setting, reduces the workload for teachers.

 Enhancing Course Quality: AI can identify trends where a lot of students mistakenly
answer the same questions. AI can assist in increasing the effectiveness of teachers by letting
them know about these patterns.

 Scheduling that is dynamic and predictive analysis AI may learn students' study habits and
provide the most productive study schedule for them by utilizing predictive computing.
Customer service representatives, medical interns, and anybody else who performs repetitive
or hard work will profit from this; a machine won't grow weary or become bored, and in the
unlikely event that it has a question or issue outside of its programming, a human will be
notified to step in and help.

 Teachers can import a syllabus to have a custom textbook produced by AI that has all of
the required material (CTI). This allows for an amazing degree of personalization throughout
the school year, not only between classes and grades.

 Virtual humans: Although they resemble characters from science fiction, virtual humans
are already a reality. Artificial intelligence is given a much-needed social element via
intelligent interfaces such as the twins2 at the Boston Museum of Science. Avatars, digital
assistants, and chatbots are examples of virtual humans that are affordable and efficient at
performing tedious and time-consuming jobs that humans find tedious. These workers can
operate around the clock, seven days a week.

 Machine Translation: Although the translation tools available today are not as exact as
human translation, they can translate content more quickly and effectively. For many
students learning a second language, machine translation holds the promise of filling up the
language gap (Live tile, 2016)

 Intelligent Game-Based Learning Environments: Gamification3, or the use of games to

motivate students, can enhance retention while adding enjoyment to the learning process.

 Empowering the impaired (Differently-Abled): Businesses such as Facebook are already

developing AI applications that enhance the educational experience for the impaired. These
developments may increase the sense of autonomy available to students with special needs
(Live Tile, 2021)

(Lynch M, 2019) came up with twenty-six ways that artificial intelligence is transforming
education for the better they are as follows:

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 Classroom/Behavior Management: Teachers can use AI to assist in controlling both the
conduct of their students and the classroom as a whole.
 Assistive Technology: Students with special needs can now receive a more egalitarian
education with the usage of AI in assistive technology. For example, AI reads passages to
a visually handicapped pupil, among other everyday jobs.
 Coding: Students are presently being taught to code via AI.
 Gamification: Currently, educational games are managed and facilitated by AI.
 Early Childhood Education: Interactive games that educate kids on academic
fundamentals and more are powered by AI these days.
 Adaptive Learning: By determining a student's current ability level and designing an
instructional experience that guides them toward proficiency, artificial intelligence (AI) is
now used to educate students on both basic and advanced abilities.
 Lesson Planning: At the moment, lesson plans are created using AI. Teachers only need
to provide a few guidelines; AI takes care of the rest.
 Audio-visual in the Classroom: AI is currently used to control audio-visual equipment in
classrooms. Simply tell AI what you need it to accomplish.
 Parent-Teacher Communication: AI is currently being used to facilitate parent-teacher
communication, and the process, helping to increase parental involvement.
 AI is currently being utilized to assist students in learning another language. Many AI-
powered language learning applications are available.
 Writing: Students are currently using AI to help them become better writers. I'm now
writing this essay with the aid of grammar and usage software.
 Exam Prep: AI is presently being utilized to assist students with their exam preparation.
It makes use of the same process of adaptive learning that we previously covered.
 Scheduling: AI is now being utilized to assist individuals in managing their daily, weekly,
monthly, or annual calendars, as well as education administrators in scheduling classes for
high school and college.
 Assessment: Teachers' assessments are presently graded by AI. Essay grading is even
possible with AI.
 Diagnosis: Reading and academic issues are currently being diagnosed by AI. Even
students' learning problems can be screened for by AI.
 Data and Learning Analytics: Teachers and school officials are currently using artificial
intelligence (AI) to analyze and understand data.
 Learning Management Systems: Online teachers are currently using artificial
intelligence (AI) to manage blended, flipped, and online learning.
 Staff Scheduling and Substitute Management: Education managers presently employ AI
to manage staff scheduling. AI can get in touch with a suitable substitute and verify their
availability, for example, if a teacher tells you that they will be absent the next day due to
illness. It will then update the system to let you know that the substitute has been secured.

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 Professional Development: Teachers can now learn at their speed with AI-powered
professional development programs.
 Transportation: At the moment, school transportation systems are managed by AI.
 Maintenance: AI is now being utilized by school systems to monitor and manage the
workflow for maintenance, including sending staff members to schools that require help.
 Facilities Management: A complete school district's facilities are currently managed by
AI, which keeps an eye on the state of the water, Wi-Fi, and electricity supplies and notifies
staff members of any issues.
 Finance: Education administrators are currently using AI to purchase items, and manage
their schools' budgets, and other tasks.
 Cybersecurity: To protect their school network and its users from cyber criminals, school
IT workers are currently utilizing AI.
 Safety and Security: By keeping an eye on the school environment and spotting potential
threats, AI is now being utilized to stop school shootings.
 School Management: AI is currently being utilized to run whole schools, including the IT
department, scheduling, maintenance, budgeting, transportation, and student record
systems (Lynch M, 2017)
Other benefits according to Butulis -
He listed additional benefits, such as time savings, improved readability, increased
vocabulary and grammar proficiency, improved linear communication abilities, enhanced
creative thinking, and the capacity to unearth viewpoints from which to do additional study
or critical analysis of themes (Butulis, M., 2023).

CAN WE TRUST AI BLINDLY?

(Live Tile, 2021) has explained the benefits and uses of AI in their research paper. Apart
from this, they have also talked about the factors which raise some doubts about AI. These
factors suggest that we should not blindly trust AI and use it appropriately and wisely.

 Cost: It's clear that AI is costly when you include in the costs associated with
installation, upkeep, and repairs. The only schools that stand to gain from AI will be
the wealthiest ones.
 Technology Addiction- Technology addiction is a problem when we depend on
machines to complete daily tasks more quickly.
 Lack of Personal Connections: Intelligent devices enhance learning, but they
shouldn't be used in place of in-person communication. Over-reliance on these
devices for tutoring or grading might result in mistakes in instruction that do more
harm than good to students.
 Unemployment - The demand for instructors may decline if instruction becomes
more efficient. The emergence of MOOCs eliminated the significance of class size in

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 determining the quality of education. The use of AI may result in fewer teaching
assistants and aids even at K–12 level.
 Effective Decision Making: A computer's intelligence is increasing daily. They're
not just showing that they can learn, but also that they can instruct other computers
(Knight, W, 2015) Whether they can use intuition-based decision-making in novel
situations—which happen frequently in the classroom—is up for debate.
 Data loss: How much data will be lost when the inevitable happens and an AI needs
to be repaired?

CONCLUSION
AI offers potential benefits such as personalized learning, automation of administrative tasks,
student support, high-quality teaching resources, modern curriculum modernization, data-
driven decision-making, innovative learning environments, and preparation for future
professional activities, contributing to the development of critical thinking, creativity,
communication skills, and adaptability.
AI tools are currently used to train future professionals in various fields, including Science,
Humanities, and interdisciplinary specialties like Sociology and Health. These tools help
analyze data, create predictive models, solve repetitive tasks, and simulate risk-free
environments. AI also contributes to text analysis, literature review, translation, cross-
cultural studies, and identifying trends in the Humanities. VR and simulation-based
technologies are particularly useful in training health professionals, as they create real-life
healthcare scenarios and enable the practical application of theoretical knowledge.
AI-powered tools are increasingly integrating into the educational system, presenting
challenges such as data privacy, security, bias, and transparency. Challenges include
resistance to change, high costs, loss of human connection, and depersonalization risk.
However, these tools have great potential, such as personalized learning, predictive analytics,
intelligent tutoring systems, VR, and educational chatbots. Proper and responsible use of
these AI technologies can shape the educational process and modernize training.

ACRONYMS
SET: Special Education and Training,
SENDs: Special Educational Needs and/or Disabilities,
LLM: Large Language Models,
ChatGPT: Chat Generative Pre-Trained Transformer,
NT: New Technologies,
AI: Artificial Intelligence.

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