Abstract
In the aftermath of the COVID-19 pandemic, the world found itself amid profound change. The sudden closure of schools and universities emphasized the gap in digital access, with disadvantaged areas facing the most significant challenges due to limited access to the internet and technology. This abrupt shift, alongside its impact on mental health, left many students unprepared to enter the changing job market, adding to the growing NEET (not in education, employment, or training) population. At the same time, the swift growth of artificial intelligence technologies threatens to reshape industries and eliminate entire sectors, highlighting the urgent need to rethink our educational approaches. Amid discussions about AI’s potential to advance beyond our understanding, educators stand at a significant crossroads. The question arises: should we stick to existing educational systems, or should we boldly embrace the change, aligning with the rapid progression of AI? For those with a forward-thinking outlook on education, the choice is clear. In exploring the research question, “How can educators in this networked learning environment enhance students’ education to offer added value to potential employers and present a distinct value proposition compared to AI technologies?” a new research path is unveiled. This investigation thoughtfully employs the GPT (“Generative Pre-trained Transformer”) model by OpenAI, like GPT-4, to delve into this important question. Clear, well-defined prompts across various fields, from philosophy to education, are used. This study stands out by creatively combining advanced AI models with contemporary educational strategies and ancient philosophical wisdom, to tackle today’s pressing questions.
Details
Presentation Type
Theme
KEYWORDS
Artificial intelligence, NEET, Networked Learning, Philosophy, Educational Transformation
