International Perspectives – How can lessons from the pandemic inform responses to the surge in use of Gen AI?

About the authors: Annamária, Sarah and Kate are interdisciplinary researchers who have been collaborating on a range of projects related to young people and digital media since we met through the CoE for the Digital Child during the pandemic. Annamária (based in Groningen, the Netherlands) and Sarah (based in Melbourne, Australia) are members of the CoE for the Digital Child and Kate (also based in Melbourne) co-leads SWISP Lab with Sarah. Annamária was a scholar in-residence at SWISP Lab for it’s launch in 2022 with the Climate, Art, and Digital Activisms Festival of Ideas – a pre-conference event funded by the Australian Association for Research in Education.

Navigating Gen AI: Lessons from Remote Learning

In the midst of the Covid-19 pandemic, remote learning became a hot topic, sparking intense debates and discussions among parents, teachers, and the media. As we observed these exchanges, we became curious about how parents and teachers were adapting to the new visibility of classroom interactions during school closures. This led us (Annamária and Sarah) to conduct a study analysing Hungarian Facebook data, focusing on the social media conversations triggered by news articles about online learning during the first year of the pandemic. Our findings revealed that online classrooms fostering trusting relationships rather than controlling ones were more conducive to positive experiences of remote teaching and learning. Trust created protected spaces where teachers and students could experiment and develop shared practices, even in the challenging conditions of the pandemic.

The Disruptive Power of Gen AI

Just as the pandemic disrupted education, the emergence of Gen AI is causing a similar stir. The responses from governments, educational institutions, media, and experts reflect the heightened emotions and polarised opinions surrounding this technological innovation. Such reactions are common during disruptive events involving technological advancements, serving as indicators of areas that require deeper understanding. 

To navigate the challenges posed by Gen AI, we can learn from past experiences of technological disruption. Our research on remote learning during the pandemic provides valuable insights into creating positive learning environments amidst such turmoil. Knowledge of the specific conditions that fostered successful online learning (e.g. less hierarchical structures with higher degrees of trust) can be applied to the present situation. Trust in the classroom involves young people as capable knowledge makers with the capacity to make critical, creative, and ethical decisions concerning technology. One of the ways we can build trust in classrooms is by including young people in the design of their learning. SWISP Lab builds trust with young people through hackathons that hack learning to produce co-designed curriculum for Victorian schools.

What Young People Imagine as the Future of Learning

Engaging in a speculative inquiry called “The Futures of Learning,” SWISP Lab had the opportunity to do participatory research with 50+ young people in Victoria who had direct experience of prolonged school closures. These students, aged 12-17, expressed exasperation that the lessons from the pandemic had been forgotten when ‘normal’ school returned. Reminiscent of the Facebook-user in the Hungarian study that noted that “Daddy should search on Google for help instead of swearing”, the Victorian students were also frustrated with the reluctance of educators to “unpack AI” in the classroom. The students envisioned a sophisticated AI-enabled future where AI predominantly acts as a complementary learning companion. They imagined AI paired with neurotechnologies, personalised tutoring systems, environmental modulators, and emphasised the importance of data literacy, discussing ‘edge computing’ as a possible way forward. Young people also highlighted the need for an AI off-switch and encouraged playfulness in learning. What stood out most though, was their ability to move beyond the polarising debates surrounding Gen AI and engage in robust and complex discussions about the social, ecological and educational implications of emerging technologies. The students emphasised the intersection of data and AI literacy, demonstrating a strong desire to understand the intricacies of these technologies.

Where to from here?

As we navigate the disruption of Gen AI, we can choose to apply insights gained from remote learning during the pandemic and take young people’s visions of learning futures seriously. By prioritising trusting relationships, creating protected spaces for exploration, fostering ethical discussions, and embracing a wide range of digital-social literacies, we can help Gen AI become a companion for enhancing education rather than a source of division. Let us draw upon our collective knowledge and experiences to guide our responses to this disruptive event, ensuring that all children and families are safe, supported and empowered in an AI-enabled future.

This blog post draws on an article titled ‘Daddy should search for help on Google instead of swearing … ’: escaping the boundaries of technologically mediated learning published in the journal Learning, Media and Technology and on an ‘in press’ book chapter by SWISP Lab titled Speculating on and with Gen AI: Responsive and Responsible Post Digital Pedagogies in the edited collection, Critical Conversations in Teacher Education (due to be published in 2025)