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Integrating the Sustainable Development Goals (SDGs) into the Community

Aligning educational activities with the SDGs can have far-reaching positive benefits when integrated into practices, which is a responsibility we owe our society. In Egypt, access to high-quality education is essential for both societal advancement and individual well-being.

Published onJun 13, 2024
Integrating the Sustainable Development Goals (SDGs) into the Community

During the webinar "Empowering Education – Exploring Generative AI-Based Tutoring  Systems for Upper Egypt Community Schools," Marwa Soudi stressed the importance of  facilitators or mentors in the teaching of technology, especially in Upper Egypt's community  schools. She emphasized the need for responsible AI and explainable AI to guarantee  accountability and transparency in AI-based educational systems. The term explainable AI describes an AI system's capacity to explain decisions and actions in a clear and  understandable manner, which builds user confidence and makes it easier for people to  comprehend results that an AI has produced.The recognition and emphasis on explainability,  highlights the importance of ethical issues in AI-driven education as well as the requirement for  human direction in conjunction with technological progress.

 Dr. Marwa, introduced a project investigating the incorporation of a teaching system based  on Generative AI (Gen-Al) that has been tailored for community schools in Egypt. By allowing  students to learn at their own pace and providing individualized instruction, it seeks to enhance  learning results. Research began in March 2023 and lasted till September 2023 backed up by  Egyptian NGOs. The aim was to incorporate Intelligent Tutoring Systems (ITSs) that facilitate  independent learning and provide individualized instruction. The possibility for revolutionizing  education through the use of AI-based ITSs to enhance learning outcomes in community schools  has emerged with the introduction of Generative AI.

A basic need in education is addressed by the focus on adaptable and adjustable content:  the understanding that students have a variety of learning styles and skills. The tutoring system  can better support individualized learning and accommodate individual learning preferences by  enabling teachers to modify content to match the unique needs of their students, creating an enhanced quality of learning. The suggested solution provides a thorough method of resolving  the identified conditions. It is divided into three blocks that concentrate on content, learning  management systems, and student performance tracking. 

Block one is lined with the idea of a  human-centered approach to AI integration, as it concentrates on content development and  customization. The technology gives teachers the ability to design and alter lesson plans,  enabling them to actively participate in the process of determining how students learn. Block two  emphasizes the significance of effective planning and delivery of instructional content and  centers on learning management systems. This part recognizes how technology helps teachers  and students communicate more easily and streamlines administrative duties. Block three is an  example of how AI may be used to give insightful data about student learning results. It does this  by creating visually appealing reports on student performance using dashboards. Teachers are  empowered to make well-informed decisions regarding instructional tactics and interventions by  the system, which provides comprehensive and easily available data on each student's  development.

 

Moreover, the focus on aligning the suggested framework with the Sustainable  Development Goals (SDGs), specifically those relevant to the following goals: SDG 1 Poverty, SDG 4 Quality  Education, SDG 5 Gender Equality, and SDG 10 Reduced Inequalities; highlights the wider societal influence of  educational advancements. The suggested solution adds to larger initiatives aiming at encouraging equitable access to education and improving educational quality globally by utilizing  AI to improve learning outcomes and lower dropout rates in underserved areas.

 For Egypt and its  citizens, it is imperative that the Sustainable Development Goals (SDGs) be integrated into  society and the community, especially in the area of education. Aligning educational activities  with the SDGs can have far-reaching positive benefits when integrated into practices, which is a  responsibility we owe our society. In Egypt, access to high-quality education is essential for both  societal advancement and individual well-being. Furthermore, Egypt's larger development goals  can be greatly aided by matching educational programs with the SDGs, especially with the use  of AI to accelerate progress.

A considered approach to incorporating technology into the classroom is demonstrated by  limiting student access to the chat box and giving teachers the authority to use it. Unrestricted  access to the chat box may result in academic misdirection and false information. Giving students  access to such a powerful instrument raises concerns because, in the event that false information  spreads, there could be catastrophic consequences. Educational institutions can guarantee the  accuracy of information and sustain a secure learning environment by granting knowledgeable teachers exclusive access. This method maintains teachers' crucial role in directing  students' learning while also acknowledging their expertise.

There are a number of obstacles to implementing AI-based tutoring programs in Upper  Egypt's community schools. These include the lack of funding for training and infrastructure, the  differences in students' and teachers' access to the internet, the requirement for culturally  sensitive content, worries about data security and privacy, the possibility of teacher resistance,  the dangers of algorithmic bias, and the necessity of guaranteeing sustainability and scalability.  Furthermore, obtaining sufficient funds is a major barrier to the effective implementation and  maintenance of these systems. 

Furthermore, there is a chance that AI algorithms won't translate to  Arabic correctly, which would affect how useful and efficient the system is. Additionally, it  might be difficult to persuade educators to accept and effectively use AI-based tools since it will  need to overcome their skepticism and make sure that these systems complement rather than  replace their role in teaching. It will be essential to address these complex issues if AI-based  tutoring programs are to be successfully implemented in Upper Egypt's community schools.

 In conclusion, the webinar made clear how crucial mentors and ethical AI are to  enhancing education, particularly in Upper Egypt's community schools. Though financial  restrictions, significant language problems, and teacher acceptability are still obstacles, Dr.  Marwa's research on Generative AI-based tutoring systems has promise for individualized  learning. The alignment of educational endeavors with the SDGs emphasizes the societal effect  of these breakthroughs, notwithstanding the obstacles. If these issues are resolved, AI may be  able to transform education in Upper Egypt and provide equal access to high-quality educational  opportunities.

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Jana Said is based in Cairo, Egypt. She is studying Business Finance at the American University in Cairo (Class of 2024)


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