In a previous article, entitled Artificial intelligence and the transformation of education, we argued that artificial intelligence is one of the key technological levers for the transformation of education. In the article we tried to draw the attention to our fellow professors and teachers about the need to take advantage of this opportunity (covid-19) to redesign teaching methods.
On this occasion, we would like to take a broader perspective to invite everyone to reflect on the impact of AI on learning, teaching and education. A perspective where we must recognize that changes must come from the individual, the family, schools and universities, and public policies.
In the following lines, we list three questions that can guide us in this reflection:
What professions, jobs, and / or tasks might become unnecessary or obsolete in the near future?
The list of threatened professions, jobs and / or tasks is long. But the most important thing is to understand how AI will impact each individual case. For example, it will complement us with some skills where AI is much better (augmented worker and collaborative intelligence). In medicine, AI is expected to complement physicians in analyzing millions of data from past cases to give us the most effective treatments for a particular diagnosis. Sherpa improves diagnoses and treatments using secure and private patient data.
The list of threatened professions, jobs and / or tasks is long. But the most important thing is to understand how AI will impact each individual case.
In other cases, AI can replace the human in some tasks. In the field of transportation, many drivers are expected to be replaced by driverless vehicles and with virtual assistants who guide the car and communicate with users.
What are the key skills in a world dominated by artificial intelligence?
In relation to the key skills in a world dominated by AI, we can also get a very wide list. We are going to start with three of them: creativity, the relationship with machines, and empathy with humans.
In a world where many tasks will be automated we will have more time for creativity and innovation. In fact, the search for new solutions and ideas to solve problems through technology will be a continuous exercise in companies and innovation ecosystems. In solving these problems, the interaction between a human and the machine will be an important part of the equation.
Will we know how to configure the solutions in the machines, teach them and adjust them continuously? Finally, it seems that machines will take more time to empathize with people, hence we will have a lot of work in managing relationships with customers and / or users.
What new subjects should we include or what subjects should we reinforce in the education curriculum?
Two subjects are key in primary and secondary education: programming and humanities. Programming will allow us to understand the principles and good practices for designing digital solutions and interacting with machines.
The humanities will reinforce our skills for critical thinking, creativity and communication with people. As our colleague Mónica Villas also comments: it is necessary to adapt the educational model, contemplating the “formative hybridization” of science, technology and humanities. Training to think and act, not just to know.