Workforce shortages and facilitating learning
This paper focuses on four issues related to the use of Generating Artificial Intelligence (Gen AI) in Australian schools, specifically in the context of equity and excellence. The issues are examined primarily from a policy perspective to inform and assist key decision makers across the Australian education sector.
The paper does not attempt to be a comprehensive review of all issues associated with the use of Gen AI in schools such as security, privacy, and ethical implications. The four issues discussed are:
1. Equity and Access
2. Teacher support and professional learning
3. Teaching and learning
4. Bias and Fairness
Background
Australian Education Ministers have agreed on the importance of excellence and equity in the Australian Education system, aiming to ensure that all students have access to high-quality education regardless of their background or circumstances.
The introduction of Gen AI in 2022 e.g. ChatGPT, Claude, Soundful significantly disrupted education and presented challenges. It required innovative approaches to the teaching and learning process and created issues related to security, privacy, bias and fairness and teacher capacity.
The Australian education system has grappled with the introduction of Gen AI and has continually played catch-up. Initially most systems and/or schools banned the use of Gen AI tools. In December 2023 Australian Education Ministers agreed on and released the Australian Framework for Generative Artificial Intelligence in Schools (Framework). The Framework seeks to guide the responsible and ethical use of Gen AI tools in ways that benefit students, schools, and society. The Framework was developed in part to recognise that Gen AI is here to stay and must be embraced by teachers and schools. All Australian public education systems and most non-state schools are now using Gen AI.
Issue 1: Equity and Access:
Inequity in Australian schools is a major issue (OECD, 2018)1 . Despite efforts to improve access to a quality education for all students from low socio-economic backgrounds, regional students, Indigenous students, and students with disabilities through targeted funding, inclusive policies and support programs, persistent performance gaps on national and international testing continues. Education equity should not depend on race, postcode of abode or disability2 . To optimise the use of Gen AI, students must have access to hardware, internet connectivity and software or platforms that are designed for their developmental age and educational needs. They also require key skills e.g., critical thinking to use Gen AI with sophistication and discernment.
Universal access to education does not currently translate to a nationally consistent minimum standard of education provision for all students. Two key government initiatives that influence equity and excellence in the Australian educations system are:
➢ The Schooling Resource Standards – a set of guidelines or benchmarks that outline the minimum level of resources, including financial, human, and physical that schools should have access to provide a high-quality education. These agreements are revised annually.
➢ The National School Reform Agreement – a national framework that aims to improve the quality and equity of education in all Australian schools. It includes measures such as funding arrangements, curriculum standards, and accountability mechanisms to achieve equity and excellence. A new agreement is currently being negotiated to commence in 2025.
It is imperative that these two initiatives are revised so that, commencing 2025, all Australian children have access to the hardware and internet connection, and platforms, required to be able to engage with Gen AI as well as other emerging tech driven initiatives.
Issue 2: Teacher Support and Teacher Development
Teacher support and development can increase teacher effectiveness resulting in improved learning outcomes for students. It is essential that teachers are afforded opportunities to have access to and understanding of contemporary evidence-based teaching strategies, technologies, and knowledge about how students learn to effectively engage and meet their students’ diverse learning needs. The introduction of Gen AI requires teachers to further develop their digital literacy skills and knowledge, an ability to integrate Gen AI into their teaching and administration, and a requirement to understand the risks of associated with using Gen AI. If time can be reduced on administration issues it will allow teachers to focus on other important professional duties such as mentoring of graduate teachers.
Gen AI will provide instant access to teacher development as well as providing support in a range of areas e.g. developing first drafts of whole class and individual planning that is well structured and sequenced.
Teachers must develop their knowledge and skills in Gen AI and other related emerging technology initiatives so that they can lead the reforms rather than edutech3 companies dictating to teachers.
Issue 3: Teaching and Learning
The impact of Gen AI on the teaching and learning process will be transformative4 . In an AI led future, teachers will find themselves at the nexus of innovation and adaption. Access to experts in the field and collaborative opportunities among teachers will be paramount in realising the full benefits of Gen AI. It has the potential to revolutionise the learning teaching process, ranging from, planning of work programs to the facilitation of individualised learning experiences. It will also offer invaluable support in the analysis of assessments. Assessments must change with the introduction of Gen AI. There has been a strong focus on academic integrity since its the introduction.The focus of assessment must be on skills such as discernment and critical thinking when using Gen AI.
In an AI led future, teachers who have a sophisticated understanding of what AI can do, and what it cannot do, will have a distinct advantage in effectiveness, efficiency, and decision-making. Teachers will need to focus on teaching skills such as digital literacy, data literacy, critical and creative thinking, ethical understanding, analyses, and discernment.
The most critical aspect of this paradigm shift lies in amplifying student voice. Empowering students to articulate how Gen AI can augment their learning journey and how teachers can gain insights from them will be critical. Students must be equipped with the ability to distinguish credible sources from fallacious ones, evaluate information critically and navigate ethical issues within a Gen AI learning environment.
Most Australian curricula emphasise the acquisition of knowledge with an emphasis on its application in analytical, synthetic, and deductive problem-solving contexts. Given Gen AI can furnish students with knowledge and the ability to perform analytical, synthetic, and deductive problem-solving processes it begs the question how does our curricula need to change and what skills should we expect our students to leave school with? Similarly, what expectations will tertiary institutions and business have of our students?
While Gen AI will have a significant impact on the learning and teaching process it will never replace good teachers as critical concepts such as the cultivation of relationships built on good people skills, strong emotional intelligence, empathy, and resilience remain firmly in the domain of human interaction and mentorship.
Issue 4: Bias and Fairness
Generative Artificial Intelligence systems are complex and opaque, making it difficult to understand how answers were generated. Bias and learning are significant issues in teaching and learning, and the use of Gen AI can exacerbate these issues. If the data used to generate answers is already biased, then outputs from the use of Gen AI will reinforce these biases e.g., teachers have a responsibility to incorporate contemporary Indigenous perspectives and content in their classroom – the use of Gen AI may exacerbate existing biases, stereotypes, and outdated perspectives.
Most school systems are now implementing their own purpose-built versions of Gen AI e.g. South Australia Department of Education has introduced EdChat, NSW Education Department has NSWEduChat. It is important that the datasets and generative outputs based on algorithms are developed using metadata that excluded information on marginalised groups and are therefore unrepresented or biased.
Parent engagement in Gen AI is imperative. Collaborating with parents enables schools to foster a supportive environment that supports understanding, experimentation, exploration, and innovation, facilitating student success with Gen AI. Engagement strategies should vary depending on the levels of parental understanding and usage as well as existing barriers.
The implementation of Gen AI is quickly moving from implementation to impact. It presents an opportunity for significant transformative in the teaching and learning process. It is imperative for policy makers to prioritise equitable access to the tools required for all students to engage with Gen AI effectively. Empowering teachers with the knowledge and skills to confidently lead the integration of Gen AI in the teaching and learning process is crucial. Additionally, the development of chatbots must be free of bias and stereotyping. Failure to address these key issues will exacerbate the attainment gap between advantaged and disadvantaged students in Australian schools.
The following table summarises the key actions for policymakers from the above paper regarding the impact of Gen AI in Australian Schools:-
| Issue | Recommended actions for consideration |
|---|---|
| 1. Increasing personalised learning pathways. | (a) Increase or adopt hybrid or blended learning models: Incorporate technology tools to allow hybrid or blended learning approaches to enable teachers to have greater reach across schools.
(b) Develop new roles: Schools should consider creating new roles that can support the adaption of technology led learning and teaching. New positions should be free of unnecessary regulation. (c) Research the impact of personalised learning pathways on students’ wellbeing and social development. |
| 2. Extending flexible employment conditions. | (a) Increase workplace flexibility: Increase workplace flexibility by offering part-time, job-sharing, and period/lesson-based teaching opportunities, allowing teachers to engage in specific classes without committing to current part-time or full-time roles. |
| 3. Reducing professional regulation. | (a) Review teacher regulation: Entry requirements for aspiring and experienced teachers, especially from overseas, should be reviewed. |
| 4. Partnering with industry. | (a) Develop and foster local partnerships: Incentives should be sought from local industries to attract and help develop local aspiring teachers. |
About the BDO Centre for Education
The BDO Centre for Education (the Centre) is dedicated to advancing education in Australia by fostering collaboration among experts, stakeholders, and sectors within the field. The Centre’s mission is to promote excellence and equity, enabling all Australians to become confident and creative individuals, successful learners, and active and informed community members. Through critical analysis, evidence-based solutions, and informed advocacy, we strive to address the challenges facing education in the 2020s as outlined in the Alice Springs (Mparntwe) Education Declaration (2019). Our commitment to knowledge dissemination, outreach and inclusivity drives us to shape public opinion and advocate for evidence-based education policies, creating a stronger, more inclusive educational landscape for future generations.
The committee comprises of ten members who have served in various roles as leaders, stewards, managers, or advisers a diverse range of settings across the education sector over many decades. These individuals remain active in the education sector. Contact John Ryan at John.Ryan@bdo.com.au for further information about the Centre.