Challenges for Competence-Oriented Education in the Context of the Development of Artificial Intelligence Systems

Abstract

stage of future primary and secondary teachers in Romania. Through quantitative exploratory research, carried out on a sample of 270 students from the Faculty of Education, Social Sciences and Psychology, the subjects' interaction with Artificial Intelligence and the intention to integrate Artificial Intelligence in education were investigated, using binary logistic regression. The analysis shows that, among the six variables of the model, “confidence in one's ability to use Artificial Intelligence” and “perception of a greater number of advantages” have a positive and significant impact on the willingness to use Artificial Intelligence in the educational process, more than 'previous use', 'level of knowledge' or 'student requirements'. These results are of particular importance for the revision of teacher education programs and the development of educational policies that increase future teachers' confidence in the ability to use Artificial Intelligence, eliminating fears or misconceptions about Artificial Intelligence in education. (ii) Artificial Intelligence and the modelling of teachers’ competencies explores educators' perspective on their own role in shaping skills and presents educators' perceived challenges and key measures in the context of expanding Artificial Intelligence. Thus, teachers' positive attitudes toward Artificial Intelligence significantly influence cognitive, fundamental, and educational management competencies. The research highlights key challenges to integrate Artificial Intelligence into education, including the imperative of professional development for educators and ensuring equitable access to educational resources and technology. The study advocates for initiatives to bridge the digital divide and integrate Artificial Intelligence education into school curricula. (iii) Quantitative evaluation of willingness to use Artificial Intelligence within business and economic academic environment analyzes the state of information, use and availability of use of Artificial Intelligence in the economic and business university environment, according to Romanian teaching staff opinions. The research aims to identify the advantages, disadvantages and how Artificial Intelligence is used on the teachers’ personal initiative in research, teaching, and evaluation activities. The results of the study identify the aspects that can optimize the processes of education - research, teaching, evaluation and learning to meet the increased dynamics of the use of Artificial Intelligence in the economic academic environment in Romania. Also, the advantages associated with the use of Artificial Intelligence systems and the solutions proposed to maximize the benefits brought by Artificial Intelligence in research, teaching, evaluation activities in the opinion of teachers are highlighted.