Education
Hard up for students, more colleges are offering college credit for life experience, or ‘prior learning’
PITTSBURGH — Stephen Wells was trained in the Air Force to work on F-16 fighter jets, including critical radar, navigation and weapons systems whose proper functioning meant life or death for pilots.
Yet when he left the service and tried to apply that expertise toward an education at Pittsburgh’s Community College of Allegheny County, or CCAC, he was given just three credits toward a required class in physical education.
Wells moved forward anyway, going on to get his bachelor’s and doctoral degrees. Now he’s CCAC’s provost and involved in a citywide project to help other people transform their military and work experience into academic credit.
What’s happening in Pittsburgh is part of growing national momentum behind letting students — especially the increasing number who started but never completed a degree — cash in their life skills toward finally getting one, saving them time and money.
Colleges and universities have long purported to provide what’s known in higher education as credit for prior learning. But they have made the process so complex, slow and expensive that only about 1 in 10 students actually completes it.
Many students don’t even try, especially low-income learners who could benefit the most, according to a study by the Western Interstate Commission for Higher Education and the Council for Adult and Experiential Learning, or CAEL.
“It drives me nuts” that this promise has historically proven so elusive, Wells said, in his college’s new Center for Education, Innovation & Training.
That appears to be changing. Nearly half of institutions surveyed last year by the American Association of Collegiate Registrars and Admissions Officers, or AACRAO, said they have added more ways for students to receive these credits — electricians, for example, who can apply some of their training toward academic courses in electrical engineering, and daycare workers who can use their experience to earn degrees in teaching.
Related: Interested in innovations in higher education? Subscribe to our free biweekly higher education newsletter.
The reason universities and colleges are doing this is simple: Nearly 38 million working-age Americans have spent some time in college but never finished, according to the National Student Clearinghouse Research Center. Getting at least some of them to come back has become essential to these higher education institutions at a time when changing demographics mean that the number of 18-year-old high school graduates is falling.
“When higher education institutions are fat and happy, nobody looks for these things. Only when those traditional pipelines dry up do we start looking for other potential populations,” said Jeffrey Harmon, vice provost for strategic initiatives and institutional effectiveness at Thomas Edison State University in New Jersey, which has long given adult learners credit for the skills they bring.
Being able to get credit for prior learning is a huge potential recruiting tool. Eighty-four percent of adults who are leaning toward going back to college say it would have “a strong influence” on their decision, according to research by CAEL, the Strada Education Foundation and Hanover Research. (Strada is among the funders of The Hechinger Report, which produced this story.)
When Melissa DiMatteo, 38, decided to get an associate degree at CCAC to go further in her job, she got six credits for her previous training in Microsoft Office and her work experience as everything from a receptionist to a supervisor. That spared her from having to take two required courses in computer information and technology and — since she’s going to school part time and taking one course per semester — saved her a year.
“Taking those classes would have been a complete waste of my time,” DiMatteo said. “These are things that I do every day. I supervise other people and train them on how to do this work.”
On average, students who get credit for prior learning save between $1,500 and $10,200 apiece and nearly seven months off the time it takes to earn a bachelor’s degree, the nonprofit advocacy group Higher Learning Advocates calculates. The likelihood that they will graduate is 17 percent higher, the organization finds.
Related: The number of 18-year-olds is about to drop sharply, packing a wallop for colleges — and the economy
Justin Hand dropped out of college because of the cost, and became a largely self-taught information technology manager before he decided to go back and get an associate and then a bachelor’s degree so he could move up in his career.
He got 15 credits — a full semester’s worth — through a program at the University of Memphis for which he wrote essays to prove he had already mastered software development, database management, computer networking and other skills.
“These were all the things I do on a daily basis,” said Hand, of Memphis, who is 50 and married, with a teenage son. “And I didn’t want to have to prolong college any more than I needed to.”
Meanwhile, employers and policymakers are pushing colleges to speed up the output of graduates with skills required in the workforce, including by giving more students credit for their prior learning. And online behemoths Western Governors University and Southern New Hampshire University, with which brick-and-mortar colleges compete, are way ahead of them in conferring credit for past experience.
“They’ve mastered this and used it as a marketing tool,” said Kristen Vanselow, assistant vice president of innovative education and partnerships at Florida Gulf Coast University, which has expanded its awarding of credit for prior learning. “More traditional higher education institutions have been slower to adapt.”
It’s also gotten easier to evaluate how skills that someone learns in life equate to academic courses or programs. This has traditionally required students to submit portfolios, take tests or write essays, as Hand did, and faculty to subjectively and individually assess them.
Related: As colleges lose enrollment, some turn to one market that’s growing: Hispanic students
Now some institutions, states, systems and independent companies are standardizing this work or using artificial intelligence to do it. The growth of certifications from professional organizations such as Amazon Web Services and the Computing Technology Industry Association, or CompTIA, has helped, too.
“You literally punch [an industry certification] into our database and it tells you what credit you can get,” said Philip Giarraffa, executive director of articulation and academic pathways at Miami Dade College. “When I started here, that could take anywhere from two weeks to three months.”
Data provided by Miami Dade shows it has septupled the number of credits for prior learning awarded since 2020, from 1,197 then to 7,805 last year.
“These are students that most likely would have looked elsewhere, whether to the [online] University of Phoenix or University of Maryland Global [Campus]” or other big competitors, Giarraffa said.
Fifteen percent of undergraduates enrolled in higher education full time and 40 percent enrolled part time are 25 or older, federal data show — including people who delayed college to serve in the military, volunteer or do other work that could translate into academic credit.
“Nobody wants to sit in a class where they already have all this knowledge,” Giarraffa said.
At Thomas Edison, police academy graduates qualify for up to 30 credits toward associate degrees. Carpenters who have completed apprenticeships can get as many as 74 credits in subjects including math, management and safety training. Bachelor’s degrees are often a prerequisite for promotion for people in professions such as these, or who hope to start their own companies.
Related: To fill ‘education deserts,’ more states want community colleges to offer bachelor’s degrees
The University of Memphis works with FedEx, headquartered nearby, to give employees with supervisory training academic credit they can use toward a degree in organizational leadership, helping them move up in the company.
The University of North Carolina System last year launched its Military Equivalency System, which lets active-duty and former military service members find out almost instantly, before applying for admission, if their training could be used for academic credit. That had previously required contacting admissions offices, registrars or department chairs.
Among the reasons for this reform was that so many of these prospective students — and the federal education benefits they get — were ending up at out-of-state universities, the UNC System’s strategic plan notes.
“We’re trying to change that,” said Kathie Sidner, the system’s director of workforce and partnerships. It’s not only for the sake of enrollment and revenue, Sidner said. “From a workforce standpoint, these individuals have tremendous skill sets and we want to retain them as opposed to them moving somewhere else.”
Related: A new way to help some college students: Zero percent, no-fee loans
California’s community colleges are also expanding their credit for prior learning programs as part of a plan to increase the proportion of the population with educations beyond high school.
“How many people do you know who say, ‘College isn’t for me?’ ” asked Sam Lee, senior advisor to the system’s chancellor for credit for prior learning. “It makes a huge difference when you say to them that what they’ve been doing is equivalent to college coursework already.”
In Pittsburgh, the Regional Upskilling Alliance — of which CCAC is a part — is connecting job centers, community groups, businesses and educational institutions to create comprehensive education and employment records so more workers can get credit for skills they already have.
That can provide a big push, “especially if you’re talking about parents who think, ‘I’ll never be able to go to school,’ ” said Sabrina Saunders Mosby, president and CEO of the nonprofit Vibrant Pittsburgh, a coalition of business and civic leaders involved in the effort.
Pennsylvania is facing among the nation’s most severe declines in the number of 18-year-old high school graduates.
“Our members are companies that need talent,” Mosby said.
There’s one group that has historically pushed back against awarding credit for prior learning: university and college faculty concerned it might affect enrollment in their courses or unconvinced that training provided elsewhere is of comparable quality. Institutions have worried about the loss of revenue from awarding credits for which students would otherwise have had to pay.
That also appears to be changing, as universities leverage credit for prior learning to recruit more students and keep them enrolled for longer, resulting in more revenue — not less.
“That monetary factor was something of a myth,” said Beth Doyle, chief of strategy at CAEL.
Faculty have increasingly come around, too. That’s sometimes because they like having experienced students in their classrooms, Florida Gulf Coast’s Vanselow said.
Related: States want adults to return to college. Many roadblocks stand in the way
Still, while many recognize it as a recruiting incentive, most public universities and colleges have had to be ordered to confer more credits for prior learning by legislatures or governing boards. Private, nonprofit colleges remain stubbornly less likely to give it.
More than two-thirds charge a fee for evaluating whether other kinds of learning can be transformed into academic credit, an expense that isn’t covered by financial aid. Roughly one in 12 charge the same as it would cost to take the course for which the credits are awarded.
Seventy percent of institutions require that students apply for admission and be accepted before learning whether credits for prior learning will be awarded. Eighty-five percent limit how many credits for prior learning a student can receive.
There are other confounding roadblocks and seemingly self-defeating policies. CCAC runs a noncredit program to train paramedics, for example, but won’t give people who complete it credits toward its for-credit nursing degree. Many leave and go across town to a private university that will. The college is working on fixing this, said Debra Roach, its vice president of workforce development.
It’s important to see this from the students’ point of view, said Tracy Robinson, executive director of the University of Memphis Center for Regional Economic Enrichment.
“Credit for prior learning is a way for us to say, ‘We want you back. We value what you’ve been doing since you’ve been gone,’ ” Robinson said. “And that is a total game changer.”
Contact writer Jon Marcus at 212-678-7556, jmarcus@hechingerreport.org or jpm.82 on Signal.
This story about credit for prior learning was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for our higher education newsletter. Listen to our higher education podcast.
Education
Americans split over use of AI in schools, poll reveals deep uncertainty about education’s future
Across the United States, a silent standoff is unfolding in classrooms. It is not about curriculum wars or partisan mandates, but a deeper reckoning over the role of artificial intelligence in shaping young minds. According to a new NBC News Decision Desk poll powered by SurveyMonkey, Americans are almost evenly split on whether AI belongs in schools. Yet, unlike most national debates, this one cuts cleanly through age, party, and ideology.Fifty-three percent of respondents said that incorporating AI tools in classrooms would better prepare students for the future. Meanwhile, 47 percent believed the opposite, asserting that banning such tools would serve students better. This narrow margin reveals a country caught between fear and fascination, between clinging to traditional instruction and racing toward an automated tomorrow.
AI in education without a political script
Remarkably, there are no significant differences in opinion across political lines. Democrats, Republicans, and independents alike are nearly equally divided. This political neutrality is unusual in a country where even textbook content and reading lists have become ideological battlegrounds. Yet AI’s disruptive potential has produced a rare bipartisan ambiguity.Fourteen percent of Republicans, 14 percent of Democrats, and 15 percent of independents said they use AI tools like ChatGPT and Google Gemini “very often.” An additional 28 to 31 percent across all parties reported using them “sometimes.” On questions about AI’s impact on the future, responses remained similarly aligned, with no dramatic variations across party lines.This even-handedness, however, has not translated into regulation. President Donald Trump has reversed many of the oversight mechanisms introduced by the Biden administration. The result is a largely unregulated AI sector, with companies freely embedding tools into educational platforms while Washington remains mostly passive.
Educators sound the alarm
While policymakers hesitate, educators are speaking out. Many teachers and college professors have voiced concerns about the growing use of AI by students. Some fear that AI tools undermine the learning process by encouraging dependency rather than critical thinking. Others worry that AI will accelerate inequality in education, favoring those with access to advanced tools and leaving others behind.In response, schools across the country are taking different paths. Some have returned to handwritten assignments to prevent misuse of AI, while others have adopted AI as a teaching aid, hoping to harness its potential to personalize learning and boost student engagement. OpenAI’s ChatGPT Edu, Microsoft’s Copilot, and Google’s Gemini are being piloted in colleges. Khan Academy and other platforms have also introduced AI-powered tutors designed to work alongside human educators.The lack of consensus among educators mirrors the broader public divide. This uncertainty is not just about technology but about what kind of thinking schools are meant to cultivate.
A nation unsure of its digital destiny
The poll also explored how Americans perceive AI’s long-term impact. Forty-four percent believe AI will make their lives and their families’ lives better, while 42 percent believe it will make things worse. Only 7 percent see AI as a force that will make life “much better,” while 16 percent fear it will make life “much worse.” These responses reflect a public still trying to grasp the full implications of artificial intelligence.In education, that uncertainty becomes even more pressing. Schools are not simply places of content delivery. They are crucibles of cognitive development, where students learn not just information but how to think, question, and create. If AI replaces the struggle of writing or problem-solving with instant answers, what happens to that deeper intellectual growth?
An unfinished policy conversation
The classroom debate around AI is no longer theoretical. It is playing out in real time, often without guardrails. The current vacuum of policy leaves schools and teachers to make decisions without clear guidance. While federal lawmakers debate broader AI regulation, there is little national dialogue specifically about its role in education.This neglect may come at a cost. Without thoughtful integration, AI could widen learning gaps, diminish student effort, and erode the core mission of education. At the same time, rejecting AI entirely could leave American students ill-equipped for a job market increasingly shaped by automation and digital reasoning.
The future is watching
The choices educators and policymakers make now will define not only the role of AI in classrooms but also the values embedded in American education. The debate is no longer about whether AI will shape learning, but how and on whose terms.Artificial intelligence will not wait for consensus. It is already rewriting how knowledge is accessed, how assignments are completed, and how skills are developed. If the United States fails to develop a coherent vision for AI in education, it risks falling behind, not in technology, but in wisdom.The future of learning is being forged today. The question is whether America will lead with clarity or follow with confusion.
The AI in Education Market is estimated to be valued at USD 5.8 billion in 2024 and is projected to reach approximately USD 39.7 billion by 2033, growing at a CAGR of 24.1% during the forecast period from 2025 to 2033.
📄 AI in Education Market Overview:
The AI in Education Market is rapidly expanding as institutions embrace digital transformation to personalize learning and improve administrative efficiency. AI-powered tools such as adaptive learning platforms, virtual tutors, and intelligent content creation are revolutionizing traditional education systems. These solutions offer real-time feedback, tailored learning paths, and data-driven insights, enhancing both student engagement and teacher performance. The growing demand for online education, especially post-pandemic, along with advancements in natural language processing and machine learning, is fueling market growth. Governments and ed-tech firms are investing heavily in AI infrastructure to improve accessibility and outcomes. However, concerns related to data privacy, algorithmic bias, and lack of digital infrastructure in developing regions remain key challenges.
Request a sample copy of this report at: https://www.omrglobal.com/request-sample/ai-in-education-market
Advantages of requesting a Sample Copy of the Report:
1) To understand how our report can bring a difference to your business strategy
2) To understand the analysis and growth rate in your region
3) Graphical introduction of global as well as the regional analysis
4) Know the top key players in the market with their revenue analysis
5) SWOT analysis, PEST analysis, and Porter’s five force analysis
The report further explores the key business players along with their in-depth profiling
IBM Corporation, Microsoft Corporation, Google LLC, Amazon Web Services Inc., Pearson PLC, Carnegie Learning Inc., Blackboard Inc., Cognii Inc., DreamBox Learning Inc., and Century-Tech Ltd.
AI in Education Market Segments:
By Component:
Solutions, Services
By Technology:
Natural Language Processing (NLP), Machine Learning, Deep Learning, Computer Vision
By Deployment Mode:
Cloud-Based, On-Premises
By Application:
Virtual Facilitators, Intelligent Tutoring Systems, Smart Content, Learning Platforms & Management Systems, Fraud & Risk Management
By End User:
K-12 Education, Higher Education, Corporate Learning
Report Drivers & Trends Analysis:
The report also discusses the factors driving and restraining market growth, as well as their specific impact on demand over the forecast period. Also highlighted in this report are growth factors, developments, trends, challenges, limitations, and growth opportunities. This section highlights emerging AI in Education Market trends and changing dynamics. Furthermore, the study provides a forward-looking perspective on various factors that are expected to boost the market’s overall growth.
Competitive Landscape Analysis:
In any market research analysis, the main field is competition. This section of the report provides a competitive scenario and portfolio of the AI in Education Market’s key players. Major and emerging market players are closely examined in terms of market share, gross margin, product portfolio, production, revenue, sales growth, and other significant factors. Furthermore, this information will assist players in studying critical strategies employed by market leaders in order to plan counterstrategies to gain a competitive advantage in the market.
Regional Outlook:
The following section of the report offers valuable insights into different regions and the key players operating within each of them. To assess the growth of a specific region or country, economic, social, environmental, technological, and political factors have been carefully considered. The section also provides readers with revenue and sales data for each region and country, gathered through comprehensive research. This information is intended to assist readers in determining the potential value of an investment in a particular region.
» North America (U.S., Canada, Mexico)
» Europe (Germany, U.K., France, Italy, Russia, Spain, Rest of Europe)
» Asia-Pacific (China, India, Japan, Singapore, Australia, New Zealand, Rest of APAC)
» South America (Brazil, Argentina, Rest of SA)
» Middle East & Africa (Turkey, Saudi Arabia, Iran, UAE, Africa, Rest of MEA)
If you have any special requirements, Request customization: https://www.omrglobal.com/report-customization/ai-in-education-market
Key Benefits for Stakeholders:
⏩ The study represents a quantitative analysis of the present AI in Education Market trends, estimations, and dynamics of the market size from 2025 to 2032 to determine the most promising opportunities.
⏩ Porter’s five forces study emphasizes the importance of buyers and suppliers in assisting stakeholders to make profitable business decisions and expand their supplier-buyer network.
⏩ In-depth analysis, as well as the market size and segmentation, help you identify current AI in Education Market opportunities.
⏩ The largest countries in each region are mapped according to their revenue contribution to the market.
⏩ The AI in Education Market research report gives a thorough analysis of the current status of the AI in Education Market’s major players.
Key questions answered in the report:
➧ What will the market development pace of the AI in Education Market?
➧ What are the key factors driving the AI in Education Market?
➧ Who are the key manufacturers in the market space?
➧ What are the market openings, market hazards,s and market outline of the AI in Education Market?
➧ What are the sales, revenue, and price analysis of the top manufacturers of the AI in Education Market?
➧ Who are the distributors, traders, and dealers of AI in Education Market?
➧ What are the market opportunities and threats faced by the vendors in the AI in Education Market?
➧ What are deals, income, and value examination by types and utilizations of the AI in Education Market?
➧ What are deals, income, and value examination by areas of enterprises in the AI in Education Market?
Purchase Now Up to 25% Discount on This Premium Report: https://www.omrglobal.com/buy-now/ai-in-education-market?license_type=quick-scope-report
Reasons To Buy The AI in Education Market Report:
➼ In-depth analysis of the market on the global and regional levels.
➼ Major changes in market dynamics and competitive landscape.
➼ Segmentation on the basis of type, application, geography, and others.
➼ Historical and future market research in terms of size, share growth, volume, and sales.
➼ Major changes and assessment in market dynamics and developments.
➼ Emerging key segments and regions
➼ Key business strategies by major market players and their key methods
📊 Explore more market insights and reports here:
https://api.omrglobal.com/report-gallery/isoamyl-nitrite-market-size/
https://api.omrglobal.com/report-gallery/isocarboxazid-market/
https://api.omrglobal.com/report-gallery/isoconazole-nitrate-market/
https://api.omrglobal.com/report-gallery/isoflupredone-acetate-market/
https://api.omrglobal.com/report-gallery/isoflurane-market/
Contact Us:
Mr. Anurag Tiwari
Email: anurag@omrglobal.com
Contact no: +91 780-304-0404
Website: www.omrglobal.com
Follow Us: LinkedIn | Twitter
About Orion Market Research
Orion Market Research (OMR) is a market research and consulting company known for its crisp and concise reports. The company is equipped with an experienced team of analysts and consultants. OMR offers quality syndicated research reports, customized research reports, consulting and other research-based services. The company also offers Digital Marketing services through its subsidiary OMR Digital and Software development and Consulting Services through another subsidiary Encanto Technologies.
This release was published on openPR.
Abu Dhabi: Integrating Artificial Intelligence (AI) into educational curricula has become a crucial step in keeping pace with the rapidly evolving technological landscape. The goal is to prepare a generation equipped to meet future challenges with confidence and competence.
According to academic experts, early exposure to AI fundamentals provides students with a competitive edge, enhances career prospects, and aligns their learning with the demands of tomorrow’s job market.
Collaboration with Google
The UAE Ministry of Education has announced the launch of an advanced AI training session for Cycle 3 students titled “AI from Google.” Developed in partnership with INJAZ UAE and Google, the initiative commenced on Wednesday.
The program forms part of a broader strategic framework aimed at equipping students with in-depth knowledge of Generative AI, distinguishing it from traditional machine learning techniques. It also highlights the transformative impact of AI across key sectors such as education, employment, and the economy.
The training includes hands-on practical applications, allowing students to interact directly with Google’s AI tools. It places strong emphasis on the ethical and responsible use of artificial intelligence within a supervised learning environment.
Upon successful completion, participants will receive official certificates of participation issued jointly by INJAZ UAE and Google. The program is completely free of charge, and registration can be completed via the following link: https://forms.gle/FUabzGuA1Yxnhbjh7.
The Ministry of Education reaffirmed its ongoing commitment to providing students across the UAE with advanced learning opportunities, fostering interactive digital environments, and empowering them with Fourth Industrial Revolution tools through strategic partnerships with global technology leaders such as Google.
AI as an official subject
Beginning in the 2025–2026 academic year, public schools across the UAE will officially introduce artificial intelligence as a core subject. AI education will be offered from kindergarten through Grade 12, making the UAE one of the first countries globally to incorporate AI across every stage of a student’s learning journey.
This groundbreaking initiative, announced by the Ministry of Education, marks a significant leap toward preparing students for a technology-driven future.
Empowering the innovators of tomorrow
The AI curriculum aims to provide students with the necessary tools to understand and utilise artificial intelligence in daily life while supporting the UAE’s broader national mission of nurturing and developing future-ready talent.
To realise this vision, the program is being developed in partnership with leading tech and educational institutions, including:
-
Pre sight (a G42 company)
-
AI71
-
Mohamed bin Zayed University of Artificial Intelligence (MBZUAI)
-
Emirates College for Advanced Education
Together, these partners are working to build an educational ecosystem where students evolve from passive consumers of technology to active innovators and problem-solvers.
A forward-thinking vision
The Ministry emphasised that integrating AI into all educational levels is a fundamental step in modernising the national curriculum. The initiative aims to raise a generation that understands the dimensions of emerging technologies and is capable of creating locally relevant smart solutions for future challenges.
This move reflects the UAE government’s forward-looking vision, solidifying its global leadership in innovation-driven education and supporting the nation’s goal of building a knowledge-based society and a competitive digital economy powered by skilled national talent.
A curriculum designed for a digital world
The AI curriculum covers seven core areas:
-
Fundamentals of Artificial Intelligence
-
Data and Algorithms
-
Software Tools
-
Ethical Awareness
-
Real-world Applications
-
Innovation and Project Design
-
Engagement in Political and Societal Issues
The program equips students with age-appropriate knowledge and skills at each academic level, ensuring that all public school graduates possess a solid understanding of AI and can apply it effectively in everyday life.
Curriculum design is carefully aligned with student developmental stages:
-
Kindergarten: Introduction to AI through stories, visuals, and play-based activities
-
Cycle 1 (Grades 1–4): Comparing human and machine capabilities and developing digital thinking
-
Cycle 2 (Grades 5–8): Exploring AI design, algorithmic bias, and ethical considerations
-
Cycle 3 (Grades 9–12): Tackling real-world challenges and learning advanced AI concepts such as prompt engineering
Seamless integration without additional hours
What sets this initiative apart is its full integration into the existing school schedule. AI will be delivered through the subject “Computing, Creative Design, and Innovation,” requiring no adjustments to school hours or added academic burden.
The Ministry will also provide educators with detailed guidance, hands-on activities, and customized lesson plans to support effective teaching.
A major transformation in education
The integration of AI into curricula marks a significant transformation in the education sector. It aims to personalize learning experiences, streamline administrative tasks, and enhance engagement and educational outcomes.
Key benefits of integrating AI in education:
-
Personalised learning: AI can analyse student data and deliver tailored educational experiences.
-
Enhanced engagement: AI-powered tools such as interactive games and simulations make lessons more engaging.
-
Streamlined administrative tasks: AI automates grading and report generation, freeing up teachers to focus on students.
-
Immediate feedback: Real-time insights help students improve more efficiently.
-
Diverse multimedia content: AI facilitates access to rich, varied educational materials.
-
Improved assessment: Accurate and comprehensive performance evaluations.
-
Global learning access: AI supports online learning for students anywhere in the world.
Examples of AI applications in education:
-
Adaptive learning platforms: Custom-tailored content based on student ability levels
-
Content creation tools: Assist educators in designing interactive and diverse materials
-
Data analytics tools: Help teachers assess performance and offer targeted support
-
Educational chatbots: Provide instant answers and academic assistance
-
Virtual reality simulations: Deliver immersive, interactive learning experiences
Challenges of AI integration in education:
-
Resource limitations: Significant investment in infrastructure and technology may be required
-
Skills gap: Shortage of trained teachers proficient in AI tools
-
Ethical concerns: Addressing data privacy, security, and responsible use
-
Human interaction: Ensuring meaningful engagement between teachers and students
-
Overreliance on technology: Encouraging critical and analytical thinking beyond automation
Examples of AI integration in curricula:
-
UAE Ministry of Education: Announced AI as a subject for all public school levels starting next academic year
-
HST School of Applied Technology (Egypt): The first school in Egypt specialized in AI technology
Towards more effective education
Incorporating AI into the curriculum presents an opportunity to transform education into a more personalized, efficient, and future-oriented system. By addressing challenges and leveraging opportunities, schools and educators can offer exceptional learning experiences and empower students to succeed in an AI-driven world.
Frequently asked questions:
What subjects are taught in an AI college?
AI colleges typically include four main departments:
-
Machine Programming and Information Retrieval
-
Robotics and Intelligent Machines
-
Embedded Network Systems Technology
-
Data Science
The undergraduate program spans four years, culminating in a Bachelor’s degree in AI Sciences.
How many years does it take to study AI?
AI undergraduate programs usually take 3–4 years. Master’s degrees may require an additional 1–2 years, while PhDs typically span 3–4 years.
What courses are included in an AI curriculum?
Key subjects in an AI curriculum often include:
-
Advanced Technology Courses
-
Machine Learning
-
Decision-Making and Robotics
-
Computer Vision and Natural Language Processing
-
Human-AI Interaction
-
AI Ethics
-
Functional Programming
-
Data Analysis
-
Algorithm Engineering
-
Funding & Business1 week agoKayak and Expedia race to build AI travel agents that turn social posts into itineraries
-
Jobs & Careers1 week ago
Mumbai-based Perplexity Alternative Has 60k+ Users Without Funding
-
Mergers & Acquisitions1 week ago
Donald Trump suggests US government review subsidies to Elon Musk’s companies
-
Funding & Business1 week ago
Rethinking Venture Capital’s Talent Pipeline
-
Jobs & Careers1 week ago
Why Agentic AI Isn’t Pure Hype (And What Skeptics Aren’t Seeing Yet)
-
Education3 days ago9 AI Ethics Scenarios (and What School Librarians Would Do)
-
Education3 days agoTeachers see online learning as critical for workforce readiness in 2025
-
Education4 days ago
Nursery teachers to get £4,500 to work in disadvantaged areas
-
Education5 days ago
How ChatGPT is breaking higher education, explained
-
Education3 days ago
Labour vows to protect Sure Start-type system from any future Reform assault | Children
