European Agency for Safety and Health at Work
Ulrike Bollmann
Artificial intelligence and education – a teacher-centred approach to safety and health
Report
Table of Contents
Executive Summary
1 Introduction
1.1 Research questions
1.2 Structure of the report
2 Digital technologies in the education sector in Europe
2.1 Current state of use of digital technologies in the education sector
2.2 Traditional digital technologies in school
2.2.1 AI-based digital technologies in school
2.2.2 Learning analytics
2.2.3 Intelligent tutoring systems
2.2.4 The AI boom
3 The surge in digitalisation in the education sector due to the COVID-19 pandemic and its impact on teachers
3.1 Disruption of education
3.2 Ad hoc digitalisation
3.3 Rate of change in digitalisation
3.4 Impact of the surge in digitalisation on the working conditions of teachers
3.5 The digital divide
3.6 Impacts of the surge in digitalisation on the mental load and stress experienced by teachers
3.7 Lessons from the pandemic
4 Structural model addressing the impact of digitalisation on teacher wellbeing
4.1 Key theoretical models
4.2 Impact of digital stress on teachers’ health
4.3 Factors determining teachers’ digital wellbeing
5 Opportunities and risks for teachers from the use of AI-based digital technologies
5.1 GenAI opportunities and risks and the impact on health, safety and wellbeing of teachers
5.2 Factor model
5.2.1 Workload
5.2.2 Autonomy
5.2.3 Professional development
5.2.4 Ethics
5.2.5 Regulatory framework
5.2.6 Costs
6 Reflections on a teacher-centred approach to the integration of AI-based technologies in schools
6.1 New risks and potential for teachers
6.2 Strategies and measures for minimising the risks and exploiting the potential for teachers
6.2.1 European level
6.2.2 National level
6.2.3 Institutional level
6.2.4 Teacher level
References
List of Tables and Figures
Table 1: Operationalisation of the conceptual framework for the assessment of teachers’ wellbeing according to Viac and Fraser
Table 2: Description of the seven levels of automation of the work of teachers
Table 3: Risks and potential from the use of AI-based technologies for teachers
Figure 1: Use of digital technologies by EU workers
Figure 2: Frequency of use of digital technologies in schools for teaching purposes (EU, Germany – 2013, 2018, 2021 - %)
Figure 3: Factors ensuring safe and healthy use of GenAI-based educational technologies by and for teachers
Figure 4: The six competence areas of DigCompEdu
Figure 5: AI Act Risk pyramid
© European Agency for Safety and Health at Work, 2024
Reproduction is authorised provided the source is acknowledged
fonte: osha.europa.eu