Navigating AI’s Role in Modern Education: Preserving the Core of Human Interaction
By Daniel Robinson , Director and Academic Unit Head for the Adult Degree Program at James Madison University
In recent months, there has been a surge of conversation about the role of Artificial Intelligence (AI) in higher education. While much attention has been given to AI’s impact on teaching methods and the impact of student use of AI on assessment, equal attention must be given to understanding AI's influence on human interactions and connections. A case in point is the rise of AI tutors to help answer questions and guide students through their curriculum. While these advancements open up new avenues for personalized learning, they also redefine how and when humans engage with each other in educational settings. As administrators navigate this uncharted territory, we need to ask not just how AI will impact teaching and learning, but how it stands to affect an essential element of education—the human connections that nurture emotional intelligence, sense of belonging, and student success.
The Double-Edged Sword of AI Efficiency
AI's remarkable ability to manage repetitive tasks offers an undeniable advantage. By automating administrative activities and routine inquiries, AI opens time for educators and learners to participate in more meaningful dialogues and interactions. However, this technological convenience comes with its own set of limitations. AI cannot mimic the intricacies of human emotions and the complex social skills that are built through person-to-person interactions. Skills such as empathy, ethical reasoning, and conflict resolution cannot be taught or replicated by algorithms, so AI must be leveraged to enhance, not replace the human centered education experience.
The Issue of Authenticity and Depth
Though AI can support specific types of interaction and dialogue, these are inherently less authentic and deep compared to those cultivated in a human-centric educational setting. For instance, while an AI tutor can adapt its teaching based on the student’s performance, it cannot understand the nuances of human emotion or engage in discussions that challenge ethical perspectives. Modern classrooms extend beyond a physical campus reaching into the digital space where our discussions continue, ideas blossom, and students feel a sense of connectedness to their peers and institution. At JMU we’ve created a digital space, powered by InScribe, that provides opportunities to both leverage AI for efficiency and effectively maintain the human interactions that help our learners build authentic connections that help them develop a real network of support.
Belongingness: The Human Touchpoint in Educational Success
The sense of belonging is a significant, but sometimes overlooked, factor that contributes to a student's perseverance and overall success. This sense of belonging isn't just tied to academic performance but is heavily influenced by the quality of interactions each student has with faculty, staff, and peers. AI may be able to facilitate these connections, but attempting to replace them with a purely tech-based approach raises both ethical and pedagogical concerns about long-term impacts on student success. Human connections are not only more nuanced, but they offer the learner an opportunity to build social capital and extend their network in ways that benefit them, not just in the moment, but throughout their learning journey and even into their career.
As we continue to incorporate AI into our educational systems, it is vital to adopt a balanced approach. AI presents exciting opportunities for efficiency and even novel ways of learning. Yet, its limitations in fostering human connections that are essential for the development of emotional intelligence, ethical reasoning, and a sense of community must not be overlooked.
As we navigate the complexities of an AI driven world, it is our collective responsibility to ensure that while we may adopt AI as a tool for learning, we must never let it overshadow the irreplaceable value of genuine human connection.
About the Author
I am an educator, administrator, and artist. I have experience in leadership, teaching and learning, administration, and fundraising - particularly through grants. I have a BS in Art from Radford University, an MFA in Studio Art from JMU, and a graduate certificate in Higher Education Assessment, also from JMU. I have taught courses in JMU's interdisciplinary MFA program and undergraduate courses in our School of Art, Design and Art History, as well as General Education.