Tamara N. Dragojević, MA, Milena M. Letić Lungulov, PhD 
Artificial Intelligence in the Educational 
Context: Value and Challenges
DOI: https://doi.org/10.55707/ds-po.v39i1.117
Prejeto 21. 8. 2023 / Sprejeto 15. 1. 2024 Received 21. 8. 2023 / Accepted 15. 1. 2024
Znanstveni članek Scientific paper
UDK 37.01:004.89 UDC 37.01:004.89
KLJUČNE BESEDE: umetna inteligenca, izobraže- KEYWORDS: artificial intelligence, education, 
vanje, učitelj, inovacije teacher, innovations
IZVLEČEK – Izobraževanje in izobraževalne usta- ABSTRACT – Education and educational institutions 
nove so v zadnjih letih doživele številne spremembe, have undergone many changes in recent years, mainly 
predvsem zaradi razvoja novih tehnologij. Ugotovi- due to the development of new technologies. The find-
tve relevantnih raziskav kažejo, da uvedba umetne in- ings of relevant research indicate that the implementa-
teligence v izobraževalni proces vpliva na izboljšanje tion of artificial intelligence into the educational pro-
šolskega uspeha učencev. Uporaba umetne inteligen- cess affects the improvement of students’ achievement. 
ce v izobraževanju je prispevala k razvoju učinkovi- The application of artificial intelligence in education 
tosti poučevanja s personaliziranimi pristopi k uče- has contributed to the development of teaching effi-
nju, ki zagotavljajo edinstveno izkušnjo za vsakega ciency through personalized approaches to learning, 
učenca. Prispevek opredeljuje umetno inteligenco v providing unique experiences for each student. The 
izobraževalnem kontekstu in njene elemente ter pred- paper defines artificial intelligence in the educational 
stavlja pomembne rezultate raziskav ter prednosti in context, as well as its elements, along with present-
slabosti uporabe umetne inteligence v izobraževanju. ing the significant research results and highlighting 
Namen prispevka je osvetliti pomen tega pojava in the advantages and disadvantages of using artificial 
njegovo refleksijo v izobraževalni praksi. Kljub ne- intelligence in education. The aim of the paper is to 
spornim prednostim umetne inteligence je pomembno shed light on the importance of this phenomenon and 
poudariti, da obstajajo tudi potencialni izzivi, ki jih its effect on educational practice. Despite the indisput-
moramo zaznati, da se lahko nato osredotočimo na able benefits of artificial intelligence, it is important to 
njihovo premagovanje. point out that there are also potential challenges that 
we need to perceive and focus on overcoming.
1 Introduction
The use of artificial intelligence is evident in almost all the spheres of our lives. 
Artificial intelligence is a technology that transforms all aspects of our social interac-
tions. When it comes to education, artificial intelligence develops new systems and 
solutions for student learning, but also for educating teachers (Joshi et al., 2021). The 
implementation of artificial intelligence is a new challenge in the educational process. 
There are certain obstacles that should be overcome, such as insufficient information 
for teachers about artificial intelligence, as well as insufficient technological equipment 
for educational institutions (Atlas, 2023; D’Amico et al., 2023; van Dis et al., 2023; 
Halaweh, 2023). Artificial intelligence has proven to be a key technology for improving 
the learning experience because it can personalize the learning process, but it can also 
automatically analyze student data (Lynch, 2022). This includes a number of meth-
Dragojević, MA, Letić Lungulov, PhD: Artificial Intelligence in the Educational... 99
ods and technologies, such as: machine learning, neurolinguistic programming, data 
research (Tlili and Burgos, 2022).
2 Artificial intelligence in education
There is no universally accepted definition of artificial intelligence. In the educa-
tional context, it represents the theory and development of computer systems for per-
forming tasks that require human intelligence, such as: visual perception, speech rec-
ognition, decision making and translation from one language to another (Kuleto et al., 
2021). Artificial intelligence is the field of study of innovations and developments that 
have resulted in computers, machines, and other artifacts possessing human-like intelli-
gence (Zhai et al., 2021). Coppin (2004) believes that artificial intelligence is the ability 
of machines to adapt to completely new situations, answer questions, solve problems, 
and perform functions typical for humans. Whitby (2008) defines artificial intelligence 
as the study of intelligent behavior in humans, animals, and machines, as well as the 
effort to build such behavior into computers and computer technologies. The applica-
tion of artificial intelligence in education has contributed to the development of teacher 
efficiency, personalized learning, and implementing better structured contents (Chen 
et al., 2020). Joshi et al. (2021) believe that the application of artificial intelligence in 
education is significant for the following reasons:
□ Automation process – teachers can increase interaction with students by automating 
simple tasks through artificial intelligence;
□ Integrations – can be integrated with other intelligent technologies;
□ Identifications – artificial intelligence will identify priority fields for the student.
An artificial intelligence application can create an individualized curriculum for a 
student’s specific needs. Intelligent Tutoring Systems (ITS) use artificial intelligence 
techniques to simulate individual teaching, provide learning activities that best suit the 
learner, and provide timely feedback, all without the teacher’s presence (Luckin et al., 
2016). Artificial intelligence can translate the teacher’s presentation into any language 
the student chooses. This is particularly important for students with hearing or visual 
impairments (Joshi et al., 2021). Thus, it could be said that artificial intelligence is being 
promoted as a strategic value for education (Zhai et al., 2021).
Artificial intelligence can also improve assessment methods in traditional class-
rooms by providing timely information on the student’s learning progress, success, or 
failure (Sánchez- Prieto et al., 2020). It enables us to determine whether the student has 
reached the correct answer, at the same time providing the teacher with an insight into 
the student’s actions that have led to the correct answer. Moreover, artificial intelligence 
can successfully identify students’ psychological states, as well as provide support for 
each individual situation (Kim and Kim, 2022).
100 Didactica Slovenica – Pedagoška obzorja (1, 2024)
3 Overview of relevant research
In the context of this paper, it is important to mention the research by Kim and 
Kim (2022), which aimed to examine the perception of teachers regarding the imple-
mentation of artificial intelligence into the educational process. The results showed that 
the majority of teachers had a positive perception of artificial intelligence in education 
(Kim and Kim, 2022). 
The research conducted by Paek and Kim (2021) aimed to understand the impact 
of artificial intelligence on education. Namely, the research was conducted by analyz-
ing international research trends and assessing the direction of future education. The 
authors derived key research topics and analyzed research trends in the field of artificial 
intelligence in education, such as changes in research topics. A total of 5,035 papers 
related to the application of artificial intelligence in education were found in the Web 
of Science database. Over the past 20 years, the number of papers on the implementa-
tion of artificial intelligence in education has increased. A particularly rapid increase 
since 2015 indicates that the impact of artificial intelligence on education is becoming 
increasingly significant (Paek and Kim, 2021). 
A relevant study (Zhao et al., 2019) has shown that the application of artificial 
intelligence-based teaching is highly correlated with the academic achievement of stu-
dents. Consequently, students have high achievements in artificial intelligence-based 
teaching. Moreover, the use of chatbots can help science teaching by improving student 
learning and performance. Research has shown that the use of artificial intelligence can 
have a positive impact on the scientific writing of students of natural sciences (Kim and 
Kim, 2022).
A study by Celik et al. (2022) that investigated the application of artificial intel-
ligence and machine learning methods by teachers showed that artificial intelligence 
offered teachers several possibilities for effective planning of the teaching process. 
Namely, through the application of artificial intelligence, teachers could evaluate stu-
dents more easily. They could provide immediate feedback to students and develop their 
new roles in teaching.
4 ChatGPT and virtual assistants (robots) in teaching
ChatGPT is a tool based on artificial intelligence that allows generating texts based 
on user queries. It is designed in a way that it can understand the language and offer 
relevant answers to the user’s questions. It includes a large amount of data, but all mod-
els are trained on data up to 2021 (Halaweh, 2023). This technology has the potential 
to change educational activities in the future. A chatbot called ChatGPT-3 was released 
last year, and it is evident that this application of artificial intelligence will have huge 
implications for all aspects of society (Tlili et al., 2023). 
What can be seen as a problem with this tool is insufficient user privacy, as data 
and query searches can be saved (Tlili et al., 2023). ChatGPT can lead to the develop-
ment of unemployment, but also to a lack of critical thinking and creativity. This tool 
Dragojević, MA, Letić Lungulov, PhD: Artificial Intelligence in the Educational... 101
is not insightful, hence the content obtained lacks deeper insight, even if it is correctly 
specified (Tlili et al., 2023). In addition to the above, plagiarism or theft of intellectual 
property can be a serious drawback (Atlas, 2023; D’Amico et al., 2023; van Dis et al., 
2023; Halaweh, 2023). However, experimental research by different authors (Khalil 
and Er, 2023; Šušnjak, 2022) has shown that ChatGPT creates high-quality results that 
easily reach plagiarism detection software (Halaweh, 2023). It is free to use, so for now 
it is available to everyone.
When talking about robots in teaching, opinions differ, and some authors believe 
that robots will never be able to take over the role of teachers (Toh et al., 2016; Bosede 
and Cheok, 2018). Still, it may be premature to draw conclusions about what the future 
holds in terms of robots in the classroom. Robot teachers have many advantages over 
human teachers. Namely, the ability of machines to process vast amounts of informa-
tion and use different ways to meet the needs of students highlights another significant 
area in which artificial intelligence surpasses humans (Bosede and Cheok, 2018). It also 
refers to the ability of interaction with learners without human emotions getting in the 
way. Continuously maintaining a team of satisfied teachers is a challenge, but if they 
are robots, it can be done much cheaper through artificial intelligence, which implies 
that robots could be a good substitute for teachers (Bosede and Cheok, 2018). In teach-
ing, robots stimulate the interest of teachers as a tool for the development of students’ 
cognitive and social skills. This way of working can offer students practical activities 
and get them to be active. Educational robotics tends to enhance the learning experience 
of students by using activities related to technology, robots, virtual objects (Kuleto et 
al., 2022). Using educational robotics, students can develop an empathic approach to 
the literary text. A current example of the use of robots in schools is the “Savremena” 
school from Belgrade. The school has its own teaching assistant, the robot Pepper. This 
robot can communicate through voice commands, reacting quickly to human emotions. 
Pepper also has 2D and 3D HD cameras that allow it to see everything in its environ-
ment (Kuleto et al., 2022). It is important to emphasize that this robot cannot be used as 
an independent teacher, but only as a teacher’s assistant (Kuleto et al., 2022). Therefore, 
Pepper’s main task is to help teachers more efficiently implement the lesson, but also to 
make lessons more interesting and accessible for students. 
5 The role of the teacher
The evolution of education towards digital education does not imply that people 
will need fewer teachers in the future (Dillenbourg, 2016; Zakrajšek, 2018; Šimunović, 
2021). There should be less speculation that artificial intelligence will replace teachers 
and a greater focus on the advantages that artificial intelligence offers teachers, and on 
how these advantages can change the role of teachers in the classroom (Hrastinski et al., 
2019). Given the tremendous technological progress, many researchers have addressed 
this issue (Pedro et al., 2019; Huang et al., 2010; Čepon, 2018; Harl, 2021; Lameras 
and Arnab, 2021; Ouyang et al., 2022). In order to develop awareness, competences 
and teaching skills by using artificial intelligence in education, teachers would have 
to acquire certain digital skills and abilities that would be crucial for their role of mo-
102 Didactica Slovenica – Pedagoška obzorja (1, 2024)
tivators in teaching based on artificial intelligence. In addition to digital competences, 
teachers should: understand the characteristics of artificial intelligence in education in 
order to be able to make decisions more easily; improve their research skills to guide 
students’ learning; develop team spirit and management skills to ensure their interaction 
with teaching assistants (Bosede and Cheok, 2018). Artificial intelligence can take over 
some of the tasks that teachers currently perform (assessment, record keeping). That 
way, teachers could devote more time to more important aspects of teaching (Luckin et 
al., 2016). Teachers have limited participation in the development of educational sys-
tems based on artificial intelligence. Although some studies have employed experienced 
teachers to train AI algorithms, further efforts are needed to involve a wider population 
of teachers in the development of such systems (Celik et al., 2022). Teachers’ percep-
tions of artificial intelligence systems in education vary depending on their pedagogical 
beliefs, teaching experience, and previous experience in using educational technolo-
gies, all of which can affect their willingness to adopt new educational technologies 
(Gilakjani et al., 2013; Kim and Kim, 2022). 
6 Advantages and disadvantages of artificial 
intelligence application in education
Many authors in their research have highlighted the advantages and disadvantages 
of using artificial intelligence in the educational process (Bhosale et al., 2020; Khan-
zode, 2020; Chhaya et al., 2020). A main advantage of artificial intelligence is that its 
decisions are based on facts, not emotions. Moreover, artificial intelligence can enable: 
greater efficiency compared to humans; performing different functions simultaneously; 
a high success rate; fewer mistakes in the implementation of tasks; faster resolution of 
complex situations (Chhaya et al., 2020). The advantage of artificial intelligence in the 
educational process is the personalization of learning. Namely, personalized learning is 
an educational approach that aims at customized learning based on the individual needs 
and strengths of students. In addition, artificial intelligence can help students who need 
extra support in education. Providing inclusive access to education is a challenge for 
most countries. Artificial intelligence systems have shown their effectiveness in creat-
ing assistance for students with disabilities. Namely, wearable devices that use artificial 
intelligence can help visually impaired people to read and recognize faces more easily 
(OECD, 2020). Since 2016, China has had an intelligent speech recognition system that 
simultaneously converts the spoken language of teachers into text that students can read 
on a large screen.
In addition to the above advantages, the application of artificial intelligence in edu-
cation has a number of disadvantages. The most frequently mentioned shortcomings 
are: incompatibility of programs and commands; a reduced need for labor force, in-
creasing the unemployment problem; creativity is conditioned by the developer; lack of 
human contact; the use of artificial intelligence can lead to laziness in younger genera-
tions; it requires a lot of time and money; increased technological dependence (Chhaya 
et al., 2020).
Dragojević, MA, Letić Lungulov, PhD: Artificial Intelligence in the Educational... 103
7 Conclusions
The implementation of artificial intelligence in education creates new opportunities 
for improving the educational process. By using artificial intelligence, teachers enjoy 
various benefits such as faster data collection and development of new teaching strate-
gies (Hwang et al., 2020). Teachers’ perceptions of artificial intelligence systems in 
education are conditioned by numerous factors, such as their pedagogical beliefs, previ-
ous experience in using them, and readiness to introduce artificial intelligence systems 
(Gilakjani et al., 2013; Kim and Kim, 2022). It appears that there is a large number of 
studies focused on the future of the teacher’s role and position in the changed educa-
tional process (Huang et al., 2010; Lameras and Arnab, 2021; Ouyang et al., 2022), and 
that there is still a fear that the teaching profession will soon be replaced by artificial 
intelligence systems. Artificial intelligence systems require human control; thus, the 
human factor is unquestionable. Artificial intelligence through a personalized learning 
plan can become an innovation to transform the teaching process.
Research results (Bhosale et al., 2020; Khanzode, 2020; Chhaya et al., 2020) have 
shown that there are many advantages and disadvantages of implementing artificial tech-
nology in the teaching process. The consequences of the development of artificial intelli-
gence cannot yet be predicted, but it is assumed that the applications of artificial intelligence 
will be the main issue of educational technology in the next few years. These tools have 
great potential to support students and teachers (Zawacki-Richter et al., 2019). Teachers 
already use ChatGPT to provide feedback to students. What should be pointed out is that it 
is difficult to ignore all the new tools that have been created or will be created, however, it is 
important to learn how to use any tool properly. All the mentioned models are continuously 
being improved to include even more data, which will inevitably have an impact on our 
daily life and work. Furthermore, we are only at the beginning of what artificial intelligence 
can achieve, and it is evident that new technology can help people improve their lives.
Tamara N. Dragojević, dr. Milena M. Letić Lungulov
Umetna inteligenca v izobraževalnem kontekstu: vrednost in izzivi
Umetna inteligenca je sposobnost strojev, da se prilagajajo popolnoma novim situa-
cijam, odgovarjajo na vprašanja, rešujejo probleme in tudi opravljajo funkcije, značilne 
za ljudi. V izobraževanju umetna inteligenca razvija nove sisteme in rešitve za učenje 
učencev, pa tudi za učenje učiteljev. Dve izmed ovir, ki bi jih bilo treba premagati, sta ne-
zadostna tehnološka opremljenost izobraževalnih ustanov in nezadostna usposobljenost 
učiteljev o umetni inteligenci. Prav tako bi lahko rekli, da je uporaba umetne inteligence 
pomembna zaradi več razlogov: integracije – lahko se integrira z drugimi inteligentnimi 
tehnologijami; avtomatizacije procesa – učitelji lahko povečajo interakcijo s študenti z 
avtomatizacijo preprostih nalog preko umetne inteligence; identifikacije – umetna in-
teligenca bo prepoznala prednostna področja študenta. Aplikacija umetne inteligence 
lahko ustvari prilagojen učni načrt za specifične potrebe študenta. Inteligentni sistem za 
tutoriranje (ITS) uporablja tehnike umetne inteligence za simulacijo individualnega po-
104 Didactica Slovenica – Pedagoška obzorja (1, 2024)
učevanja, zagotavlja učne dejavnosti, ki najbolje ustrezajo učencu, ter omogoča pravo-
časno povratno informacijo brez prisotnosti učitelja. Umetna inteligenca lahko prevaja 
predstavitve učitelja v kateri koli jezik, ki ga študent izbere. To je še posebej pomembno 
za študente s slušnimi ali vizualnimi ovirami. Umetna inteligenca lahko tudi izboljša 
metode ocenjevanja v tradicionalnih učilnicah, saj zagotavlja pravočasne informacije 
o napredku študenta pri učenju. Omogoča ugotavljanje, ali je študent podal pravilen 
odgovor, hkrati pa učitelju omogoča vpogled v študentove korake, ki vodijo do pravilne-
ga odgovora. Prav tako umetna inteligenca uspešno zazna psihološka stanja študentov. 
Poleg definicije umetne inteligence članek predstavlja najpomembnejše raziskave 
na tem področju. Prva raziskava, ki je bila predstavljena v tem članku, je raziskava 
avtorjev Kim in Kim (2022), katere namen je bil preučiti, kako učitelji dojemajo im-
plementacijo umetne inteligence v izobraževalni proces. Rezultati so pokazali, da ima 
večina učiteljev pozitiven odnos do umetne inteligence v izobraževanju (Kim in Kim, 
2022). Raziskava (Celik idr., 2022), ki je preučevala uporabo umetne inteligence in 
metod strojnega učenja s strani učiteljev, je pokazala, da umetna inteligenca učiteljem 
ponuja več možnosti za učinkovito načrtovanje poučevanja. Z uporabo umetne inteli-
gence so učitelji lažje ocenjevali študente. Študentom so zagotavljali takojšnje povratne 
informacije in razvijali nove vloge v poučevanju. 
Relevantna študija (Zhao idr., 2019) je pokazala, da je uporaba poučevanja na osnovi 
umetne inteligence močno povezana z akademskimi dosežki študentov. Posledično štu-
denti dosegajo visoke rezultate pri poučevanju na osnovi umetne inteligence. Raziskave 
so pokazale, da ima uporaba umetne inteligence pozitiven vpliv na znanstveno pisanje 
študentov naravoslovnih ved (Kim in Kim, 2022). Raziskava, ki sta jo izvedla Paek in 
Kim (2021), je bila namenjena razumevanju vpliva umetne inteligence na izobraževa-
nje. Raziskava je bila izvedena z analizo mednarodnih raziskovalnih trendov in oceno 
usmeritve izobraževanja v prihodnosti. Avtorja sta izpeljala ključne raziskovalne teme 
in analizirala trende raziskav na področju umetne inteligence v izobraževanju, kot so 
spremembe v raziskovalnih temah. V bazi Web of Science sta našla skupno 5.035 člankov, 
povezanih z uporabo umetne inteligence v izobraževanju. V zadnjih 20 letih se je število 
člankov o implementaciji umetne inteligence v izobraževanje povečalo. Še posebej hitro 
povečanje od leta 2015 naprej kaže, da postaja vpliv umetne inteligence na izobraževanje 
vse pomembnejši (Paek in Kim, 2021). Eden od pomembnih orodij umetne inteligence je 
ChatGPT, o katerem smo podrobneje pisali v okviru članka. Ta tehnologija ima potencial, 
da v prihodnosti spremeni izobraževalne dejavnosti. Lani je bil predstavljen klepetalnik, 
imenovan ChatGPT-3, in očitno je, da bo ta uporaba umetne inteligence imela ogromne 
posledice za vse vidike družbe (Tlili idr., 2023). Oblikovan je na način, da razume jezik in 
ponuja ustrezne odgovore na uporabnikova vprašanja. Vključuje veliko količino podat-
kov, vendar so vsi modeli usposobljeni na podatkih do leta 2021 (Halaweh, 2023). 
Ko govorimo o robotih pri poučevanju, se mnenja razlikujejo, nekateri avtorji verja-
mejo, da roboti nikoli ne bodo mogli prevzeti vloge učiteljev. Roboti učitelji imajo veliko 
prednosti pred človeškimi učitelji. Natančneje, sposobnost strojev za obdelavo ogromnih 
količin informacij in uporabo različnih načinov za zadovoljevanje potreb študentov pred-
stavlja pomembno področje, na katerem umetna inteligenca presega ljudi (Bosede in Che-
ok, 2018). Prav tako se nanaša na sposobnost interakcije z ljudmi, ki se učijo, brez člove-
ških čustev, ki bi ovirala proces. Neprekinjeno vzdrževanje ekipe zadovoljnih učiteljev je 
izziv, vendar se lahko s pomočjo umetne inteligence to opravi veliko ceneje, če so to roboti, 
Dragojević, MA, Letić Lungulov, PhD: Artificial Intelligence in the Educational... 105
kar nakazuje, da bi roboti lahko bili dober “nadomestek” za učitelje. Dober primer upora-
be robotov v šolah je šola Savremena iz Beograda. Šola ima svojega lastnega pomočnika 
pri poučevanju, tj. robota Pepperja. Ta robot lahko komunicira preko glasovnih ukazov in 
hitro reagira na človeška čustva. Pepper ima tudi 2D in 3D HD kamere, ki mu omogočajo, 
da vidi vse v svojem okolju (Kuleto idr., 2022). Pomembno je poudariti, da ta robot ne 
more delovati kot samostojni učitelj, ampak le kot pomočnik učitelja (Kuleto idr., 2022). 
Da bi razvili ozaveščenost, kompetence in poučevalne veščine z uporabo umetne inte-
ligence v izobraževanju, bi morali učitelji pridobiti določene digitalne veščine in sposob-
nosti, ki bi bile ključne za vlogo motivatorjev pri poučevanju na podlagi umetne inteligen-
ce. Poleg digitalnih kompetenc bi morali učitelji: razumeti značilnosti umetne inteligence 
v izobraževanju, da bi lažje sprejemali odločitve; izboljšati svoje raziskovalne veščine, da 
bi usmerjali učenje študentov; razviti duh sodelovanja in veščine vodenja, da bi zagotovili 
svojo interakcijo s pomočniki pri poučevanju. Percepcije učiteljev o sistemih umetne inte-
ligence v izobraževanju se razlikujejo glede na njihova pedagoška prepričanja, pedago-
ške izkušnje, prejšnje izkušnje pri uporabi izobraževalne tehnologije, kar lahko vpliva na 
njihovo pripravljenost sprejetja nove izobraževalne tehnologije (Gilakjani idr., 2013; Kim 
in Kim, 2022). Veliko število avtorjev se je ukvarjalo s prednostmi in slabostmi uporabe 
umetne inteligence. Prednosti umetne inteligence v izobraževanju so lahko:
□ personalizacija učenja: umetna inteligenca lahko prilagodi izobraževalni 
proces posameznim potrebam učencev, jim omogoča prilagojene lekcije, 
vaje in povratne informacije;
□ učinkovitost in produktivnost: učenje z uporabo umetne inteligence lahko 
postane bolj učinkovito in produktivno, saj lahko računalniški programi 
hitreje obdelajo informacije in ponudijo ustrezne vire;
□ interaktivnost: sistemi umetne inteligence omogočajo interaktivno učenje 
prek simulacij, virtualnih eksperimentov ali dialoga s klepetalnimi roboti;
□ spremljanje napredka: umetna inteligenca lahko s spremljanjem in ana-
lizo podatkov o učenju omogoči vpogled v napredek vsakega učenca, kar 
omogoča učiteljem, da prilagodijo svojo podporo in intervencije. 
□ Navedene so le nekatere od mnogih obravnavanih prednosti in slabosti upo-
rabe umetne inteligence v izobraževanju, avtorji pa pogosto izvajajo po-
drobnejše analize in raziskave, da bi zagotovili globlje vpoglede v to temo. 
Vendar pa se prav tako izpostavljajo nekatere slabosti umetne inteligence v izobra-
ževanju, kot so:
□ izguba človeške interakcije: uporaba umetne inteligence lahko zmanjša 
človeško interakcijo in osebni pristop, ki ga učitelji nudijo učencem;
□ pomanjkanje čustvene povezanosti: računalniški programi nimajo ču-
stvene inteligence, zato lahko manjka empatija ter sposobnost prepozna-
vanja in odzivanja na čustvene potrebe učencev;
□ etika in vprašanja zasebnosti: uporaba umetne inteligence v izobraževa-
nju postavlja vprašanja o zaščiti zasebnih podatkov učencev in etičnih 
vidikih uporabe tehnologije;
□ tehnične težave: uvedba umetne inteligence v šolskem okolju se lahko so-
oča s tehničnimi težavami, kot sta vzdrževanje in posodabljanje tehnolo-
ške infrastrukture. 
106 Didactica Slovenica – Pedagoška obzorja (1, 2024)
Najpogosteje omenjene pomanjkljivosti so: neskladje med programi in ukazi; 
zmanjšana potreba po delovni sili, večji problem brezposelnosti; ustvarjalnost je po-
gojena s strani razvijalca; pomanjkanje človeškega stika; uporaba umetne inteligence 
lahko vodi k lenobi pri mlajših generacijah; zahteva veliko časa in denarja; večja teh-
nološka odvisnost. Če učitelji uporabljajo umetno inteligenco, imajo različne koristi, 
kot sta hitrejše zbiranje podatkov in razvoj novih učnih strategij (Hwang idr., 2020). 
Učiteljevo zaznavanje sistemov umetne inteligence v izobraževanju je pogojeno z raz-
ličnimi dejavniki, kot so: njegova pedagoška prepričanja, prejšnje izkušnje z uporabo 
takih sistemov, pripravljenost na uvedbo sistemov umetne inteligence (Gilakjani idr., 
2013; Kim in Kim, 2022). Posledice razvoja umetne inteligence še ni mogoče napo-
vedati, vendar se predpostavlja, da bodo aplikacije umetne inteligence glavna tema v 
okviru tehnologij izobraževanja v naslednjih nekaj letih. Ta orodja imajo velik potencial 
za podporo učencem in učiteljem (Zawacki-Richter idr., 2019). Učitelji že uporabljajo 
ChatGPT za zagotavljanje povratnih informacij učencem. Pomembno je poudariti, da 
je težko prezreti vsa nova orodja, ki so bila ustvarjena ali bodo ustvarjena, vendar je 
pomembno, da se naučimo pravilno uporabljati vsako orodje. 
Torej je pomembno, da so tako učitelji kot študenti ustrezno usposobljeni za upo-
rabo sistemov umetne inteligence v izobraževalnem procesu. Učitelji morajo razumeti, 
kako ti sistemi delujejo in kako jih lahko najbolje vključijo v svoje poučevanje. Prav tako 
morajo biti sposobni podpirati študente pri uporabi teh orodij in razlaganju rezultatov, 
pridobljenih z umetno inteligenco. Po drugi strani pa morajo biti tudi študenti usposo-
bljeni za uporabo sistemov umetne inteligence. Morajo se naučiti, kako lahko izkoristijo 
ta orodja za izboljšanje svojega učenja, kako si razlagati rezultate in kako učinkovito 
uporabljati pridobljene informacije. Prav tako morajo biti ozaveščeni o etičnih vidikih 
uporabe umetne inteligence in se naučiti, kako jo uporabljati odgovorno in brez zlo-
rabe. Usposabljanje učiteljev in študentov za uporabo sistemov umetne inteligence bi 
moralo biti del njihove strokovne rasti v izobraževalnem sektorju. To bo omogočilo, da 
bodo vsi udeleženci izobraževalnega procesa maksimalno izkoristili prednosti umetne 
inteligence in jo učinkovito uporabljali pri svojem poučevanju in učenju.
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Besedilo / Text © 2024 Avtor(ji) / The Author(s)
To delo je objavljeno pod licenco CC BY Priznanje avtorstva 4.0 Mednarodna. 
This work is published under a licence CC BY Attribution 4.0 International.
(https://creativecommons.org/licenses/by/4.0/)
Tamara N. Dragojević, MA, Demonstrator at the Faculty of Philosophy, University of Novi Sad.
E–mail: tamaradragojevic27@gmail.com
Milena M. Letić Lungulov, PhD, Assistant Professor at the Faculty of Philosophy, University of Novi Sad.
E–mail: milenaletic@ff.uns.ac.rs