• Benefits for students are: customised tutoring systems; problem-solving skills, high cognitive skills and improves student motivation.
  • Teachers and trainers play an important role in undergoing significant changes, with a reduction in tasks due to the automation of assessments and more opportunities to focus on the explanation of concepts.
  • AI can collect and analyse data on students, making it easier to monitor performance, emotional tendencies and quality of work.
  • The implementation of AI in educational institutions would lead to significant cost reductions through the automation of administrative tasks, improving the quality of education.
  • The increased accessibility and flexibility of education would lead to an increase in student numbers.
  • The use of AI follows the idea that it can improve teaching and learning, with positive effect on students who can personalize feedback and evaluate their performance (González-Calatayud et al., 2021). Students can also become more critical and responsible in facing daily challenges, learn and improve interpersonal skills and social interactions (Mohamed et al., 2022).
  • A considerable benefit of AI in education is the possibility of addressing one of the most present educational issues which is the need for personal tutoring. AI systems can also customize instructional strategies and activities to the needs and characteristics of the learner, and provide appropriate feedback to the individual student (Lameras & Arnab, 2021; Alkhatlan, & Jugal Kalita, 2019; Ramesh & Sanampudi, 2022). This would entail a significant shift in perspective, in which it is no longer the student’s responsibility to adapt to the educational system but the educational system becomes responsible for the student’s adaptation.
  • An improvement of the learner performance (Wang-Kin, 2021), enhanced development of higher-order thinking (Xu & Ouyang, 2022), and increased problem-solving skills through the creation of specific problems tailored to the student’s skills (Mallik & Gangopadhyay, 2023). Notably, the use of AI tools in education contributed to increase the motivation and engagement of learners, particularly encouraging interest in STEM subjects (Salas-Pilco et al, 2022).
  • The assessment of tests and tasks can be carried out much more quickly and efficiently. This means that AI tools can greatly lighten the workload of teachers and gives them the opportunity to focus primarily on the creation of teaching strategies to improve student learning (Bozkurt et al, 2022; Ramesh & Sanampudi, 2022). Artificial intelligence’s ability to collect and analyse data makes it possible to gain insights into students’ study and learning habits, providing an opportunity for teachers to deeply understand their pupils’ learning processes and adopt more suitable approaches in order to maximize results (Lameras & Arnab, 2021).
  • In addition to this, artificial intelligence can also prove effective in preventing and counteracting school dropout, as it allows for constant monitoring of each student’s performance. This constant monitoring gives the ability to do predictive analysis and identify students at risk of not completing a course. Identifying these students allows teachers to intervene early to help them overcome difficulties and maintain high motivation (Bressame et al., 2022; Mallik & Gangopadhyay, 2023).
  • The inclusion of AI in education can lead to a significant reduction of costs by enabling the automation of administrative tasks while personal tutoring systems would allow teachers to invest more time in explaining more complex concepts (Tahiru, 2021).
  • Monitor students’ emotional state, provide more appropriate feedback, increase problem solving skills through the management of automatically generated problems that students had to solve and implement personalized interventions.
  • The use of translation technology (MT) and generative AI in education can be effective. However, to pursue such effectiveness, trainers and teachers must consider the importance of following a series of steps before their involvement. For example, the use of generative Ai must be a) introduced, b) explained and demonstrated as a useful tool before c) assigning tasks and d) supporting reflection on it within students. The core idea is to maintain a critical approach to the use of AI but also to tailor the use of AI based on the different competencies of students (Deng & Yu, 2022).


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This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.