The Ministry of Education has issued a significant warning to students and parents regarding the utilisation of artificial intelligence tools, such as ChatGPT, in educational projects.
The Ministry underscored the strict prohibition of the direct replication of answers or solutions generated by AI, emphasising that educational projects should accurately reflect the effort invested by students, while concurrently cautioning against excessive reliance on technology.
The Ministry has emphasised the importance of the responsible and ethical use of these tools within the framework of the educational process, emphasising their positive contribution to learning.
It has underscored the potential of artificial intelligence to support educational projects, but has cautioned against its replacement of student effort or its use in a manner that compromises the integrity of educational projects.
The Ministry of Education has recently introduced the Project-based Learning & Assessment (PBLA) as an alternative to conventional examinations in four core subjects – Arabic, English, science and mathematics – commencing in the second semester.
The objective of this initiative is to enhance students’ research skills.
The Ministry has emphasised that each educational project should reflect the personal efforts and deep understanding of the subject matter of the student, demonstrating their learning and capabilities.
The Ministry has established a series of significant conditions and controls regarding the utilisation of artificial intelligence tools such as ‘ChatGPT’ in educational projects, which have been disseminated in the ‘Student Guide for Projects’.
These controls included several significant conditions, most notably that any idea or content derived from artificial intelligence tools must be duly acknowledged to preserve the integrity of the project.
These controls further stipulate three specific areas for which these tools may be employed: namely, the acquisition of guidance, the generation of novel concepts, and the validation of student comprehension.
Furthermore, teachers have asserted that these controls represent a significant step in ensuring that educational projects accurately reflect students’ competencies and aptitude.
They stressed that the utilisation of artificial intelligence should be strictly within a guiding framework, and not as a substitute for personal effort, and that it should be employed in a manner that is both positive and responsible.
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