Note: The original is on the authors’ ResearchGate and their own web page; therefore, there is permission to post it here to grow the audience. The Document Identifier is: 10.13140/RG.2.2.24283.89127

Abstract: As AI reaches new heights of development that have touched our lives in all areas, we need to find solutions to adapt to AI and its applications. Given the emerging subjects and topics, we must change our educational processes more rapidly. Faculty members and teachers face constant pressure to study the latest trends that can provide students and children with better job opportunities and knowledge. This issue can be addressed by building a new education system that benefits faculty and students. There is no point in teaching FORTRAN now, just as there is no point in teaching pure C programming when its use is limited and not intended for the general student population. Faculty must teach what is relevant for jobs, and teachers in schools must focus on what helps develop children in a competitive and changing environment. Thus, training with AI can alleviate the pressure on university faculty as well as school teachers. This article describes how the education system can embrace AI-based learning. We need to change the system; is that clear to everyone?

It’s time we recognize that AI has done more than touch our lives. AI is everywhere around us. It is in cars, televisions, shopping, food ordering, both cooked meals and groceries, and home appliances such as fridges and washing machines to mention a few. Soon, AI will reach cinema halls, markets, elevators, and security systems such as automated locking. Soon, AI will collaborate with the Internet of Things, bringing a world of wonders and enabling AI to order tomatoes when connected to your phones. However, integrating AI into the Internet of Things will take time, as other aspects joining IoT may require maturity, such as automatic bill payments for someone unwell or ordering your favorite food when you are late coming home. Robotics will usher in an age of amazing magic and fun in the lives of people on Earth. Want to try imagining? Imagine having a robot managing IoT-based AI at your home, communicating with you, and effectively integrating into the IoT devices, managing your orders, and more.

So why not AI in Education? It’s not a question. It’s not a choice; it’s a de facto standard that AI in education will change as the world advances towards AI. Yes, AI in education is the future that is coming.

Why analyze syllabi across schools, streams, and fields? Let me explain it with an example. Why teach obsolete computer languages to students? Yes, there can be a chapter on the history of computer languages, wherein each vintage language is presented like a history lesson. It could be an area for technical historians, a new field where history combines with computer science. These pupils or researchers would study the history of computers, the history of programming, the history of the internet, and more. Why do they need to study all this? You never know what is coming next. Look at the development of robotics; the history of robotics is in everyone’s mind, as we have witnessed it. Therefore, we will still need researchers, or will Sam Altman, PhD Bot, be here? However, a PhD is more about self-learning and self-reasoning after completing the pre-PhD courses. Hence, the change in the education system will be profound when AI is fully integrated, which is now.

So, what would change in education when AI comes in? It’s a big question that is short to ask. The answer is substantial for such a brief question. This question can be addressed stage-wise, considering at what stage of education various changes would occur. We need to solve this problem based on the academic program a student is engaged in. From the perspective of universities or schools, we must consider what level of study would be affected. For example, how can AI affect a PhD fellow, or how can it impact a Kindergarten child? Well, PhD fellows can be provided with AI tools, some of which the ChatGPT owner promises, if he can get on this in time. For kindergarten children, knowing how to touch the right button on their smartwatch to call “Mama” is one of the first things we can teach them. We want to avoid screen time for children, so the change should be limited. Then come early high school children; they know how to operate smartphones now, but we must restrict it. So, what about the syllabus in schools? What about the methodology of teaching? Would they change? Whether or not children know how to use smartphones is not that important. We all want to limit children’s smartphone usage, which has been implemented in several countries. To conclude, this process can be explained in steps: education for Kindergarten students, education for primary school, education for high school, education for graduation degrees, education for master’s programs, and education for doctorate-level studies.

Let’s discuss these groups; further details must be worked out for school education, class by class and grade by grade. Won’t it be fun for students in a grade to study alongside their peers while using AI? Teaching is too fast for some students, and for others, it is too slow; this would be particularly beneficial when using AI. However, this should not foster arrogance among high-grade students; humility must also be emphasized in schools.

I. Pre-primary

We should avoid screen time and keep little children engaged with themselves and their games. Now and then, parents give their children mobiles, at least in this part of the world. This irritates children as they wonder why Mama and Dad use mobiles while they can’t see such an interesting toy. Therefore, toys must be available in many stores for children’s play. We should ensure that the lights in these toys are safe, and that they are educational mobiles or educational tablets. This way, they can also understand Dada’s laptop.

II. Primary School

Children become accustomed to seeing their parents use gadgets, which makes them want to explore what is on their parents’ devices. Parents often cannot resist giving their children mobile phones for short periods. Due to climate change and excessive heat, there are many instances that require students to learn from home. This situation necessitates that even primary school students attend classes remotely. Consequently, some AI tools can be integrated into these classes, such as for clarifying doubts, repeating sections, and more. The purpose of using AI needs to be explained. We should clarify not what AI is but how it can be used, such as using your voice with devices like Alexa to call your Mama or Dada. It would take time to make, so there are no job losses that the faculty needs to worry about. The new faculty coming for jobs would be from a different world of education, AI-based education.

III. High School

Here, subjects would change to be more comprehensive. Advanced streams can be selected in the latter half of high school. The world of wonders in AI teaching could represent the future. Topics would be taught very engagingly with AI, eliminating the traditional model of one teacher for many children, thus allowing for one-on-one teaching tailored to each child’s pace. We are not saying teachers won’t be needed; we assert that learning should occur with both teachers and AI. More complex topics can be taught using AI; for example, the structure of benzene can be explained with 3D AI modules in the classroom. The classroom will have laptops for all children. Regular evaluations will take place on a daily basis. Students, once again, need to be seated according to their exam scores, which makes learning enjoyable when students with similar learning paces sit together. Instructors can address doubts, or platforms like educatioGPT can handle questions. The presence of a teacher is essential, as no child loves to study all the time. It will take time, so current faculty need not worry about job loss. We are working on the details.

IV. Graduation

The students are out in the big world on their own for the first time. It’s time to gift your children their first mobile phones, perhaps? Right. This can help students travel to and from college or university independently. They have learned to use the Uber app during the school session; now it’s time to apply that knowledge. It’s essential to teach them how to manage funds to pay for cabs and introduce them to which app to download from the Play Store. Additionally, it’s time to show them how to connect their phones to TVs, how to use university apps, and how to log into virtual classes on rainy days. Connecting students to 3D classrooms is also essential. Learning all of this is crucial for securing jobs after graduation or pursuing higher studies. There are many things to know, right? Then, it’s time to gift your children personal laptops, either through loans or otherwise. Specialization modules need to be studied well with AI. All chapters can be transformed into 3D (which means converted to 3D, like educational videos). We are working on the details.

V. Post-graduation

Changes in postgraduate education will take time, as they will follow from graduation first. Teaching with AI in postgraduate studies means specialized areas; first, undergraduate topics must be covered with AI before postgraduate education can be pursued. We focus more on this, especially the professor-to-student ratio in postgraduate programs.

VI. PhD

Well, apps can be developed to help PhD students with their research work. The PhD guide can assist students with AI-based guidance to support more students than the permitted five to six. How would a PhD guide help a researcher? It would take some time; we are not exactly there yet. Is a PhD necessary even after AI progresses? The answer is yes, indicating that PhDs are required, as are research jobs. We are focusing more on this.

In short, AI significantly impacts schools, graduation courses, syllabi, and methodologies. All children and students should learn how to use AI for basic tasks, such as calling Mama or Dada at a young age. In later years, AI will assist in learning as subjects and knowledge expand, making it challenging for teachers and faculty to remain as proficient in newer topics as they are in older ones. Thus, faculty can seek assistance from AI. Your jobs won’t go anywhere, as robots can’t manage a lively youth group that always wants to have fun. Evaluations require faculty attention, too. Yes, after, say, 50 years, education may become automated. That’s a long way off, so faculty should not worry.

Future Work

We are working towards designing more comprehensive educational system designs with AI. We want to provide more details for each stage of education.