Artificial Intelligence in Education: Between Opportunity and Responsibility
Abstract
Artificial intelligence (AI) is at the heart of a profound transformation of contemporary education, offering significant opportunities for personalizing learning, streamlining administrative processes, and supporting teachers. However, integrating AI into education raises ethical, social, and cognitive challenges, including the risk of algorithmic bias, loss of data privacy, and cognitive dependency of students. This article examines the balance between opportunity and responsibility in the application of AI in education, emphasizing the need for an ethical framework, digital literacy, and clear regulations to ensure a positive and equitable impact. The analysis stresses that the success of AI implementation depends on the ability of educators and institutions to critically and pedagogically integrate technology, promoting augmented, reflective, and human-centered education.
References
Baker, T., & Smith, L. (2019). Educ-AI-tion Rebooted? Exploring the future of artificial intelligence in schools and colleges. Nesta.
Fawns, T. (2023). Postdigital education in the age of AI: Towards a critical pedagogy of automation. Postdigital Science and Education, 5(2), 321–339.
Holmes, W., Bialik, M., & Fadel, C. (2022). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign.
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. (2016). Intelligence Unleashed: An Argument for AI in Education. Pearson.
Popa, D. (2023). Pedagogical Erothetics or the Logic of Asking Questions in the Context of Digital Pedagogy. Didactica Danubiensis, 3(1), 19-29.
Popa, D. (2024). Agile Digital Learning, A New Paradigm in Education. Didactica Danubiensis, 4(1), 93-103.
Popa, D. (2024). Digital Pedagogy- the Model of Reconstruction of Training and Evaluation Strategies in Higher Education. EIRP Proceedings, 19(1), 578-586
Popa, D. (2025). Optimizing Learning through Effective Study Techniques. Strategies for Academic Success and Personal Development. EIRP Proceedings, 20(1), 286-293.
Popa, D. (2025). Education in the Digital Age–The Benefits and Challenges of Technology in the Learning Process. EIRP Proceedings, 20(1), 353-361.
Pușcă, C. A. (2024). Hybrid education and digital pedagogy: The role of technological platforms and artificial intelligence in enhancing educational processes. Didactica Danubiensis, 4, ISSN 2821-4374.
Tita, V., Bold, N., Popa, D., & Matei, M. G. (2022). Studies Regarding Leadership Approaches in Training Offers in the Face-To-Face and Online Context. Didactica Danubiensis, 2(1).
Tița, D. V., Bold, N., Popa, D., Matei, M. G., & Trușcă, C. I. (2023). Aspects Regarding Training Activity Analysis and Characteristics in the Romanian Educational System. Didactica Danubiensis, 3(1), 211-221.
Tita, D. V., Bold, N., Popa, D., Matei, M. G., & Trusca, C. I. (2024). An Analysis regarding Teachers' Continuous Training Needs in Romania between 2022 and 2024. Didactica Danubiensis, 4(1).
Russell, S., & Norvig, P. (2021). Artificial Intelligence: A Modern Approach (4th ed.). Pearson.
Selwyn, N. (2019). Should Robots Replace Teachers? AI and the Future of Education. Polity Press.
Siemens, G., & Long, P. (2011). Penetrating the fog: Analytics in learning and education. EDUCAUSE Review, 46(5), 30–40.
UNESCO. (2021). Recommendation on the Ethics of Artificial Intelligence. Paris: UNESCO Publishing.
UNESCO. (2023). AI and Education: Guidance for Policy-makers. Paris: UNESCO Publishing.
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Didactica Danubiensis
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
