ARTIFICIAL INTELLIGENCE IN EDUCATIONAL ASSESSMENT: REDEFINING THE CURRICULUM FOR 21ST CENTURY COMPETENCIES

Abstract

This research analyzes the ethical obstacles in incorporating Artificial Intelligence (AI) into the study program and teacher training. The main goal is to examine how these components interrelate and affect each other, with the aim of assisting in the creation of ethical educational strategies in the digital age. Through an extensive literature review, the study identifies the challenges and opportunities arising from this integration, focusing on the requirement for a profound reformulation in teaching training and curriculum organization. The research highlights the relevance of cultivating a broad mindset in educators, which goes beyond simple technical training in Artificial Intelligence. She suggests a more fluid and integrated curriculum, in which ethical issues are a transversal component. The guidelines indicate a dynamic and ethically conscious educational future, with emphasis on collaborative learning networks focused on the ethics of Artificial Intelligence, the creation of specific ethical frameworks for education, in addition to the need to address topics such as privacy, equality and social effects of AI . The study concludes that the ethical incorporation of Artificial Intelligence in education requires a radical change in the conception and application of teaching and learning, effectively empowering future generations to face the ethical challenges of the world dominated by AI. The expectation is that the perspectives presented will significantly assist educators, educational administrators and public policy makers in creating an ethical, solid and relevant education system for the era of Artificial Intelligence.