Pros and cons of AI in education

Photo: 123rf.com

TECHNOLOGY has always played a role in education, but recent advancements are bringing bigger changes than ever before.

Discussions about artificial intelligence (AI) in education have been increasing in the media, with experts debating both its benefits and challenges. Schools, teachers and students are beginning to experience the impact of AI in learning.

While AI offers many benefits, it also raises important concerns about how education will evolve. Are we ready for the opportunities and challenges that come with it?

For years, schools have used technology to support learning, from digital textbooks to online quizzes. Now, AI is taking this further by making learning more personalised. Instead of following a one-size-fits-all approach, AI can adjust lessons based on individual student progress.

A student struggling with a subject might receive extra attention, while another who understands quickly can move on to more advanced topics. This flexibility allows students to learn at their own pace, making education more effective.

Teachers also benefit from AI’s ability to analyse student performance. AI can track which topics students find difficult and suggest better ways to explain them. For example, if many students in a class are struggling with fractions, AI might recommend using interactive exercises or visual aids to make the concept clearer.

By providing real-time insights, AI helps teachers focus on areas that need the most attention, making them more efficient in their jobs.

Recognising AI’s potential, Malaysia has invested in AI education initiatives. Under the 2025 budget, RM50mil was allocated to research universities for AI-related projects. More recently, an additional RM9mil was set aside to send teachers abroad for AI leadership training. This highlights the growing importance of AI knowledge not just for students but also for educators who need to adapt to new teaching methods.

AI is also being used to address student dropout issues. The Education Ministry is leveraging AI to track attendance and academic performance, helping identify students at risk of leaving school. By analysing this data, schools can take early action to provide additional support.

AI is not only improving the learning experience but also helping to keep students engaged in their education.

Despite the benefits, integrating AI into education comes with challenges. One major concern is whether schools and teachers can keep up with rapid technological changes. Many educators are still used to traditional teaching methods and may struggle to incorporate AI tools effectively.

Training is necessary, but it requires time and resources that are not always available. If teachers are not properly equipped, AI may not be used to its full potential.

There is also the issue of over-reliance on AI. While it can provide quick answers and personalised lessons, it cannot replace the human connection that is essential in education. Teachers do more than just deliver information. They guide, mentor and understand students’ emotions. If AI takes over too many aspects of teaching, there is a risk that education becomes too automated and less personal.

Privacy is another growing concern as AI collects large amounts of student data. Information about student performance, learning habits and even emotional responses is stored and analysed, raising questions about how this data is managed.

Discussions on AI regulations are intensifying in Malaysia, as experts warn about the risks of data misuse. Reports of AI-related scams and unethical use in education highlight the need for clear guidelines to ensure it is used responsibly.

Rejecting AI is not an option, as it has already become a part of education. The challenge is no longer just about whether AI should be used but about how to integrate it responsibly.

The decisions made today will determine whether AI becomes a force for positive change or an obstacle to meaningful learning in the future.

SYED AZMAN SYED ISMAIL and ASSOC PROF DR SITI MISTIMA MAAT

Faculty of Education

Universiti Kebangsaan Malaysia