High Schools Embrace AI as Global Concerns Over Inequality Rise
High schools across the globe are increasingly turning to Artificial Intelligence (AI) in their curriculum, while experts warn against the potential societal inequalities this could lead to.
The Rise of AI in Education
As reported by La Repubblica and ANSA, the draft for the revision of new national guidelines in high schools is ready, with significant space given to AI and its integration into various subjects. This includes the integration of AI in fields like history, which will emphasize the centrality of the West,
and Italian, where students will learn to create screenplays and scripts.
In the United States, the New York City school system, the largest in the country, released its first guide on how teachers can integrate AI into their work and schools, as reported by The New York Times. Teachers can use AI for planning but not assigning grades.
This trend is not limited to the United States and Italy. Clarin reports a boom in AI courses, providing practical tips for choosing the best training courses among the abundant options.
The Global AI Landscape
The inclusion of AI in high school curricula reflects the growing importance of AI globally. Clarin also highlights that AI technology is expected to evolve on a large scale by 2026 and perform complex tasks. Manuela Delgado, an AI expert, foresees AI making decisions and executing complex tasks within the year.
However, the global AI landscape is disjointed, particularly between the US and China. A report from the South China Morning Post quotes Silicon Valley tech founder John Whaley describing an industry that is global yet fragmented, due to geopolitical barriers affecting the flow of research, talent, and capital.
Concerns Over AI and Inequality
Despite the enthusiasm for AI in education, there are concerns about its potential to exacerbate inequalities. The CEO of BlackRock, as reported by Le Monde, expressed concerns about the creation of a loser category
due to AI. The contrast between incommensurable fortunes and the threat of massive social plans is vertiginous,
he stated. This concern was echoed by Isabelle Chaperon, a columnist at the Economy service of 'Le Monde'.
Le Monde also reported on the tensions between operators of generative AI and authors. The publication likened AI to an oil well, highlighting that our creations are the oil that fuels it.
Conclusion
The integration of AI into high school curricula is a step towards preparing future generations for a world increasingly reliant on this technology. However, as its inclusion in the education system becomes more widespread, concerns about potential societal inequalities it might yield are also growing. The global AI landscape, with its fragmentation and geopolitical tensions, adds further complexity to the issue. As the world continues to grapple with these challenges, the role of AI in our society and education system is set to evolve.