Artificial Intelligence in Education – Revolution or Risk?

Abstract

Recent surge in the popularity of large language models has shifted discussions toward the role of artificial intelligence (AI) in the future of education. AI is transforming the learning and teaching paradigm, making it crucial to understand both the positive and negative effects of this technology on educational systems. Research on the role of AI education encompasses various topics, including analyses of AI systems applied in education, recommendations for implementing this technology into educational processes, and ethical challenges. However, significantly fewer studies address the legal aspects of AI in education. The legal dimension of AI has gained importance as more countries begin to regulate this technology. Therefore, this paper aims to analyse the current applications of AI through the General Data Protection Regulation and EU AI Act the first comprehensive regulatory framework for this technology, contributing to the understanding of legal aspects of implementing AI systems in education. This paper focuses on AI systems in education classified as unacceptable risk under the EU AI Act, such as emotion and facial recognition systems in educational contexts and high-risk systems, including automated grading, AI-driven exam monitoring, and student selection processes. Additionally, the paper explores use of AI systems not specifically designed for classroom application, potential biases of AI systems, their impact on the right to education, and challenges of personal data protection in personalized learning. Furthermore, this paper provides insights into the potential negative and risky aspects of applying AI in education. Ultimately, we highlight both, positive and negative effects of implementing AI in education and underscore the importance of legal frameworks to prevent the misuse of this technology.