As generative AI tools like ChatGPT gain prominence in education, fears grow over the impact on human interaction and the role of educators. State legislatures such as California and Minnesota are taking steps to ensure human instructors remain central in classrooms amid evolving AI integration.
In late 2022, when generative AI tools like ChatGPT emerged, the primary concern among educators was the potential for cheating. However, recent attention has shifted towards fears that AI could reduce human interaction in schools and colleges and possibly replace educators in the future.
This issue has become a significant education policy topic. Last week, a bill passed both houses of the California state legislature aimed at ensuring community college courses are taught by qualified humans, not AI. Introduced by Assembly Member Sabrina Cervantes, the legislation seeks to set guardrails on AI integration in classrooms while maintaining human faculty instruction.
Although there have been no official proposals to replace professors with AI in California’s community colleges, concerns remain. For instance, a Boston University dean mentioned using AI to manage classroom activities amid graduate worker strikes, causing alarm despite later reassurances that there was no intent to replace staff with AI.
Other states are considering similar measures. In Minnesota, a stalled bill proposed by Rep. Dan Wolgamott would prohibit AI from being the primary instructor in credit-bearing courses within the Minnesota State College and University System.
Nationally, the National Education Association has also emphasized that human educators should remain central in education, reflecting a mixed but charged mood among educators about AI’s role. While some fear displacement, many see beneficial applications, such as AI aiding in grading or creating educational materials.
The California bill’s language evolved to focus on ensuring instructors meet existing qualifications without explicitly mentioning AI. This cautious approach aims to balance embracing technology while maintaining human involvement in education.
Ethan Mollick of the University of Pennsylvania has highlighted the need for thoughtful AI integration. He warns that businesses rushing to adopt AI for efficiency might overlook its best uses and potentially replace valuable human expertise. Mollick’s university is exploring evidence-based AI applications to avoid such risks.
Survey data from the AI Education Project indicate that educators’ top concern with AI is the potential for reduced human interaction. Despite recent AI advancements, many teachers are confident in the unique value human instructors bring to education, especially evident during COVID-19’s remote learning challenges. At the ISTE Live conference in Denver, educators expressed that AI, while useful for administrative tasks, cannot replicate the human connection essential in teaching.
