Revolutionising School Education with Generative AI

Bangladesh's school system is a sector that needs to be adequately developed to cope with the new educational system of the world. As it is known to us all that the infrastructure of the school level in Bangladesh is very poor, as the class sizes are large and the teaching methods are not up to date, some pragmatic measures are yet to be taken. Some new and effective measures can be taken to address this issue. 

Generative AI, which has taken over the world quickly in a couple of years, can play a significant role. Generative AI is applied through every sector in different ways, and the education sector is no different. In Bangladesh, generative AI can significantly enhance education outcomes by boosting students' learning. It should be implemented carefully and structured so that this technology can be used positively and constructively.

The education system in Bangladesh faces significant challenges hindering student development and national progress. One major issue is the over-reliance on rote learning, where students memorise information rather than understanding concepts, limiting critical thinking, creativity, and problem-solving skills. 

Additionally, resource shortages, especially in rural areas, and teacher shortages due to high student-to-teacher ratios prevent individualised attention, affecting students' grasp of fundamental concepts. These issues contribute to an education system that doesn't adequately prepare students for the job market, ultimately impeding the country’s social and economic development. Without addressing these problems, the education system will continue to struggle.

As the name suggests, Generative AI generates new content of texts, music, images, videos, etc., using existing data. Unlike traditional systems, generative AI like GPT and DALL-E can create new outputs like human creativity. This technology can potentially revolutionise various sectors, including the education system.
AI can be implemented in the context of Bangladesh’s education system. First, it can be used for personalised, practical education. 

AI can figure out each student’s strengths and weaknesses and create study plans and learning methods so that each student can learn effectively. By filling the knowledge gap and presenting material in such a way, students can grasp study materials more effectively than ever before.

Another advantage that can be utilised from Bangladesh’s perspective is the opportunity to create study resources. Generative AI can produce a wide range of materials, such as textbooks, quizzes, and interactive exercises in English and Bangla. This is a valuable trait of Generative AI because study resources are limited, and access to high-quality materials can be even more challenging. AI-generated content can ensure teachers and students have up-to-date study materials and relevant and culturally appropriate resources.

Learning a language, especially English, is also a severe issue for Bangladesh’s school system. English proficiency is crucial from a global perspective. Generative AI tools can help learners learn the English language effectively. They can be used for interactive exercises, conversation practices, grammar practice, and instant corrections. These tools will help learners improve their English language skills more effectively.

AI has the potential to revolutionise feedback and assessment, too. Traditional grading methods are time-consuming and often lack immediate, detailed feedback essential for student improvement. Generative AI can solve this by quickly giving personalised feedback on assessments and tests. It can highlight areas for improvement and how to address specific errors, helping students foster a more learning environment.

While generative AI has great potential to enhance the education system in Bangladesh, its implementation comes with many challenges and various other factors that must be addressed. One of the primary obstacles is the digital divide. In many parts of Bangladesh, especially the rural and underserved areas, the infrastructure is inadequate for implementing the generative AI ecosystem. A good internet connection, modern computers and other technological resources are needed for AI tools to work efficiently. Without these benefits, the AI tools will not work correctly, and inequality will remain.

To solve this, a significant investment in infrastructure is needed. The government should come forward in this regard, as well as the related NGOs and education startups. Training the teachers is another critical issue. Teachers need to be trained and well-prepared to use these tools effectively. Teachers must understand how generative AI can complement teaching, integrate AI tools in lesson plans, and interpret the data provided by the various tools.

Integrating AI tools into the Bangladeshi education system requires careful consideration of ethical issues like data privacy, equity, and over-reliance on technology. AI tools should complement human teaching, not replace it, and ensure equal access for students from all backgrounds. The financial cost of implementing AI is also a challenge, and schools may need government support for funding.
To integrate AI, start with small pilot programs in select schools to gather data and adjust as needed. Once refined, the program can be scaled nationwide. A national strategy with clear policies will ensure equal access and prevent mishaps. Lastly, a community of parents, teachers, and stakeholders should be formed to discuss AI's use and address challenges, adapting the technology to local educational contexts.
Generative AI can offer innovative solutions to Bangladesh's current education system. By implementing some of the techniques we have seen, we can significantly improve the quality of education and modernise teaching practices. Its potential must be realised by collaborating closely with policymakers, collaborators, teachers, parents, students, and other stakeholders. If these technologies are adopted thoughtfully and inclusively, Bangladesh's education system will have a promising and bright future. This forward-thinking will address current educational challenges and prepare students for a competitive global future.
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The writer is a postgraduate student of Computing Science at the University of Glasgow, Scotland