Student and Artificial Intelligence; a Blessed Bond or a Threat to Books
According to the culture and publishing service of the Iran Book News Agency (IBNA), in recent years, the use of artificial intelligence in educational settings in Iran and globally has rapidly increased, ranging from chatbots and text-generation programs to automated correction systems and adaptive learning. AI-based tools have become a part of students’ daily lives. However, despite the significant advantages of this technology, educational experts warn about its negative consequences and unconscious use.
Education based on books, teachers, and classrooms is still practiced in Iranian schools, but with the growth of smart technologies, the learning environment has taken on a new form. Artificial intelligence tools can assess each student’s ability level and generate educational content based on their needs. Over the past year, with the widespread adoption of AI, especially among students, it seems that the natural flow of education has faced challenges.
In the not-so-distant past, if a student or teenager had a question, they would be referred to a book. Today, however, artificial intelligence is the first and last option for some families and students, regardless of whether parents understand that while AI is easy and convenient to use, students’ dependence on this tool and their distance from the world of books can have various consequences for them.
In some schools across the country, the experimental use of smart homework correction systems and online learning has begun, but this approach also has critics. Some believe that the excessive use of artificial intelligence can lead to severe student dependence on technology and a reduction in mental skills.
The Changing Role of Books from Primary to Supplementary Source
Some experts believe that when students get answers directly from chatbots, they no longer need to search, analyze, or think. In the long run, this leads to a decline in reasoning and creativity skills. However, Amin Asefi, the managing director of the Association of Educational Publishers, believes that artificial intelligence can act as both a positive and negative external factor influencing academic activity. He stated: ‘The positive impacts of using artificial intelligence include quick access to information and facilitated learning, personalized education tailored to student abilities, and increased motivation through new teaching methods like videos, simulations, etc.’
Asefi also explained the negative impacts of artificial intelligence on students: ‘The potential for reduced individual effort and excessive dependence on technology, an increased likelihood of cheating and receiving ready-made answers, and decreased concentration and distraction due to smart tools are some of these effects. Therefore, it can be said that the type of use plays a decisive role in the negative and positive impacts of artificial intelligence on students.’
The managing director of the Association of Educational Publishers further elaborated on the impact of AI’s expansion on the diminishing role of books, stating: ‘Artificial intelligence will certainly reduce the importance of traditional texts, but not entirely. In this regard, it is expected that the role of books will shift from a primary source to a supplementary one, books will move towards smart and digital versions, and learning will become more interactive and skill-based rather than solely text-dependent.’
He added that while the reduction in the role of books is certain, books will not be eliminated; only their role will change. He continued: ‘However, there are also strategies for better managing the use of artificial intelligence. For instance, parents should consciously monitor the time and type of AI use, discuss ethics in technology use such as avoiding dependence and not using it as a cheating tool, encourage research and critical thinking before asking AI, and create a balance between digital activities and traditional reading. These are among the things that need attention.’
Asefi also pointed to the important role of the education system, noting: ‘Teaching skills for correct and responsible use of artificial intelligence, formulating clear rules for AI use in class and homework, producing smart and interactive educational content and textbooks, assessments that rely on critical thinking and idea generation, and empowering teachers in using AI tools should also be a priority for the education system.’
According to him, artificial intelligence is not a threat to the field of books and students; rather, it is an opportunity that needs to be managed. If guided correctly, it can increase the quality of education and student motivation.
The Use of New Technologies is Beneficial for Education
A look at the experiences of various countries shows that nations like Finland, South Korea, and Japan have placed the use of artificial intelligence in schools under strict supervision. In Iran, educational officials also emphasize the necessity of developing digital literacy and teaching the correct use of new technologies, but it seems there is no systematic and well-planned mechanism for this issue.
Hadi Shafaghi, an expert in publishing and education, believes that the pace of scientific, educational, and technological progress in the world is very high, and implementing new methods at various levels requires daily education and information dissemination to all members of society. Individuals more involved in these issues need professional training and updates, but unfortunately, in our country, no such updates or training are provided at these levels.
He continued by stating that unfortunately, at the societal and family levels, as well as among trainers, teachers, and stakeholders, such training is either not provided or is very minimal. Therefore, before using any new educational or auxiliary educational tools, necessary training must be provided to prevent regression, as has happened with previous implementations.
Shafaghi referred to some past experiences in this field, saying: ‘Unfortunately, in our country, when such technologies rapidly enter society and become widespread, there is no prior analysis of their positive or negative aspects; they are only evaluated over time.’
He also considered the use of new technologies like artificial intelligence very beneficial for education, stating: ‘However, students and their families must be taught how to use them. Undoubtedly, in recent years, due to some problems in the country, the quality and quantity of education have decreased, and students have experienced academic underperformance. Such programs should be used as incentives and new auxiliary educational tools, not merely as a source for answering questions, which could lead students away from research and learning.’
Shafaghi also explained the use of artificial intelligence and its impact on the diminishing role of books and educational books: ‘Countries must adapt to progress and new technologies, and our country should not be an exception. In today’s world, cutting down trees and converting them into paper for book production is neither economically viable nor ecologically logical. Therefore, replacing physical books with digital books and study tools is not far-fetched, and serious decisions must be made in these areas, just like other updates.’
He stated that naturally, artificial intelligence will replace educational auxiliary books in the future, adding: ‘In this area, knowledge-based companies and local startups must preempt the entry of non-indigenous technologies, which are produced based on the demands of their originating countries, and localize them according to the needs of society and students, considering educational and regional conditions.’
According to Shafaghi, of course, in a country where the per capita reading rate is very low and most of society spends its time on mobile phones and tablets, replacing books with such programs would be beneficial if accompanied by precise educational dissemination.
Opportunity or Threat?
He raised the point that the only way to manage these issues before entering deep and dangerous challenges is for educational and training institutions to seriously engage in providing education, courses, and classes to inform families, teachers, and students. He said: ‘A family that does not possess the knowledge to use this technology cannot help and support their student, leading to an inappropriate environment and foundation for their children. Therefore, the only solution to manage this issue before a crisis arises is scientific and practical education and information dissemination.’
Perhaps if students learn to use artificial intelligence as a learning tool, rather than a shortcut to avoid learning, a significant portion of the challenges associated with AI will be resolved. Alongside quick access to information, facilitated learning, and increased motivation through new educational methods, AI also presents numerous challenges. The use of artificial intelligence in education, while capable of revolutionizing learning quality, may lead to a reduction in students’ intellectual and moral capacities if proper training and supervision are absent. Experts believe that the future of education hinges on the balance between technology and humanity.
It seems that the country’s education system can, by formulating a comprehensive and scientific plan, prevent the threats of artificial intelligence while leveraging its benefits. On the other hand, students, teachers, and parents must become familiar with the concepts of ‘digital literacy,’ ‘AI ethics,’ and ‘conscious use of technology’ so that this new tool transforms into an opportunity for advancing the country’s education rather than a threat.
