Social Science Research, Dec 2022

Artificial Intelligence In Educational Learning

Lee Bih Ni
Faculty of Psychology and Education
University of Malaysia Sabah

Abstract
This paper discusses one sector that could benefit from artificial intelligence (AI) is
education. AI can be used to personalize the learning experience with tailored
content based on individual abilities. This can increase student engagement, leading
to better academic outcomes. Additionally, AI can automate administrative tasks,
such as attendance tracking, freeing teachers to focus on classroom interactions.
Another sector that could benefit from AI is manufacturing. For example, AI
algorithms can monitor equipment usage patterns and generate maintenance
schedules. And by analyzing historical inventory data, AI can predict future demand
and market movements. This can help businesses optimize their maintenance costs
and better plan their inventory levels.

Keywords: Artificial Intelligence (AI), Automation of administrative tasks, Adaptive

learning

Introduction
The agricultural sector also benefits from AI. By analyzing field data, such as
moisture, temperature and nutrient levels, AI-enabled precision agriculture systems
can generate irrigation and fertilization schedules that help farmers optimize
resource use and increase crop yields. It is also important to recognize weaknesses.
One concern is job displacement as AI takes over certain tasks, which could affect
low-skilled workers. This issue needs to be addressed by employees improving their
skills to adapt to new roles and technologies (Muhammad Faiz, 2022).

The ability of artificial intelligence (AI) to analyze human behavior across different
age groups must be used to identify a person's needs in his learning process. For
decades, we have practiced a conventional learning process that relies heavily on a
standardized education system that mostly assesses students based on age. Such
measures have been adopted on the grounds that a normal person's cognitive
development can be identified and differentiated based on chronological age,
especially in their early years. However, even within the same age group, each
person has a different level of cognitive development and learning capacity, and thus
may have different needs in learning.

Improving Education With Artificial Intelligence

Today, artificial intelligence offers such an opportunity, known as "adaptive
learning". Adaptive learning provides more than just tailored learning resources to
students. It uses algorithms to process interactions between students, educators and
computers. This customized learning process requires students to be collaborative
rather than passive recipients of information. At the same time, it allows educators to
monitor student progress through continuous formative assessment as every
interaction is tracked in real time. An effective adaptive learning system maintains
the main component of the learning process which is the presence of educators. A
real teacher during class time is indeed relevant, and in fact, important in the
learning process. A teacher with sufficient knowledge and experience can guide

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students towards a better understanding and prevent them from making mistakes
(Shahino, 2019).

Long before conventional education systems and adaptive learning technologies,

personal learning systems have been practiced in traditional Islamic pedagogy. In
general, personalized learning systems assume that each student is unique and
therefore has different needs. Teachers will always be a source of reference, and
provide students with the knowledge they need. In a traditional setting, students
must master a certain level of knowledge to move forward in their curriculum.
Islamic pedagogy also emphasizes knowledge to be practiced. For example, in
learning the Quran, students are said to truly achieve knowledge when they practice
their learning. Typically, this begins with teaching others when students engage in
learning circles or collaborative learning with their peers. Learning circles improve
student understanding through discussion and knowledge exchange because they
create active engagement between students and teachers. An active learning
atmosphere in the Islamic educational tradition can also be found in the current
adaptive learning environment but with the added help of technology that makes it
easier for teachers to monitor progress and provide students with materials tailored
to their needs.

The question should not be whether adaptive learning is better than traditional and
conventional education systems. For decades, traditional and conventional learning
systems have provided people with the necessary education and skills. The success
of this system is what has given us the progress we have in the world today. And
now, with the advancement of technology in the era of Industrial Revolution 4.0,
adaptive learning tools are widely available and can be used as complementary or
supporting components of our current education system to help teachers in their
teaching and students in their learning so that it will be more interactive, interesting
and efficient In addition to the support of the adaptive learning system, our country
also needs its own people to become adaptive students. They should be taught and
trained to better adapt to the changes in their environment that encompass all
aspects of their lives. Adaptive students equipped with life skills and a flexible mind
can lead others, especially when they are in leadership positions. According to the
Asian Leadership Center, everyone, especially leaders, should be able to change their
mindset to take the right 'adaptive action' in line with the demands of Industry 4.0.
Therefore, we need to adapt and keep up with the pace because our time is one of
accelerated change. The Qur'an (al-Ra'd 13:11) tells us that God will not change the
hardships of certain people unless they take matters into their own hands and
change them themselves. Therefore, we must continue to learn, adapt, and improve
ourselves to get and take advantage of the opportunities available to us (Shahino,
2019).

Preparing Our Children For The Future Of Robots, Ai And The Digital World
The largest ever budget for the country, which reached RM332.1 billion, is aimed at
recharging the economy after prolonged restrictions due to the Covid-19 pandemic.
As a local newspaper headlined, "Rebooting Malaysia", it is also a sign that the
government is up to the challenge. Fiscal budget, it aims to make a direct
contribution to the economy and drive growth of at least 5.5 to 6.5 percent; no
meaningful target, given the challenge. Already, gross domestic product growth for
the first half of 2021 is 7.1 percent. That the job picture will improve with the Job
Guarantee Scheme is clear. There are 600,000 jobs in the market absorbing the
large reservoir of those who lost their jobs due to shutdowns caused by the

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shutdown. That it takes into account women and the disabled shows the extent to
which the government intends to improve the living standards of all Malaysians.
When the country returns to work, then the people are responsible for rebuilding and
developing the economy (Askiah, 2021).

That's short-term, to quickly get us back on track. However, the largest budget
allocation (16 percent) is channeled to the Ministry of Education, showing the
government's long-term concerns. The pandemic, although destructive, also gives
the country an opportunity to improve the level and quality of education. As the
world accelerates into a future re-engineered by technology that has overtaken the
educational provision born to accommodate the Industrial Revolution of the 19th
century, the Fourth Industrial Revolution of Artificial Intelligence (AI) and all kinds of
advanced technologies that have been used. quantum physics and quantum
computers take a new type of thinking that has not yet been developed in Malaysia.
While our children are just getting used to computers when learning online, children
in developed countries are familiar with all kinds of applications.

Malaysia has a long way to go to improve the country's online infrastructure. Mention
is made of countries using 5G, a much-needed evolution. But, given that current
coverage is still poor, will the rollout of 5G overcome the problem of Internet access
across the country? Does the school have a computer lab? Currently, though, science
labs are still not part of many schools. In short, even with the current provision,
many schools' shortcomings generally cannot be corrected. Then, there is the
curriculum. India has provided online-only schools that offer Indian, American and
IGCSE curricula to choose from. Therefore, this shows that with online learning, the
scope of teachers and education can be expanded beyond borders. Education can
then be accessed from the best sources. Curriculum, teaching and learning can be
organized so that cross-border partnerships can be implemented in some of the
country's best schools to bring about the intellectual evolution that our country
needs to pursue. In short, financial allocation, while important, does not guarantee
success unless the desired results are definitively identified. What are our national
aspirations that will determine the required outcomes, and from there, the
appropriate curriculum design? Is writing a necessary skill, for example? Or can it be
eliminated as computers become a necessary learning tool from day one? The new
normal in learning and teaching will be revolutionary. Of course, reading is important
(Askiah, 2021).

Sharpening children's intelligence may become the main focus of education in the
future. What is the curriculum of the future? Now, because robots are no longer
science fiction, for example, and AI is part of life, schools cannot continue to teach
past knowledge. This is an important factor that must be configured quickly. A large
allocation must be used to prepare the future curriculum. Given what the kids have
been through during lockdown, the change won't shock their systems. Education
needs new norms to stay relevant. Our children must be educated to prepare them
for a future of robots, AI and the digital world. Obviously this has informed the
decision to allocate 16 percent of the 2022 Budget to the Ministry of Education. It is
now the ministry's responsibility to design expenses to start the future (Askiah,
2021).

Minimum standards of AI and Green Technology in Malaysia's TVET

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Research has shown that Artificial Intelligence (AI) technology can increase gross
domestic product by up to 26 percent in the next decade. In Malaysia, advanced AI
knowledge and skills are still considered black swan competencies. Malaysia faces a
talent shortage in this skill set. That is why, some National Occupational Skills
Standards (NOSS) list AI competencies. However, AI is developing rapidly. It is
expected that children entering primary school today may work in jobs that do not
yet exist. Therefore, we must ensure that graduates of technical and vocational
education and training (TVET) are equipped with relevant skills to meet the demands
of Industry 4.0. In a few years, green technology and AI are expected to transform
TVET. Higher Education Minister Datuk Seri Noraini Ahmad, in his annual speech,
emphasized the importance of digitizing education, which could cost RM4.4 billion.
However, green technology and Al efficiency standards are still lacking in Malaysian
TVET institutions, as shown in the NOSS document. More than 90 percent of NOSS
still use conventional skills.

In addition to digitization, green technology is seen as a viable solution to most

environmental issues affecting society. Green technology will undoubtedly change
the labor market. Green technology and AI can solve complex problems such as
climate change or environmental degradation. However, a relevant question to ask:
Does our TVET curriculum contain AI and green knowledge? If the answer is "no"
then we need to evaluate our curriculum and make changes. Green technology and
AI-based training are future game changers, and countries that lag behind in these
two sectors will be left behind. One of the challenges of TVET in Malaysia is the
oversupply of vocational training institutions, with 11 ministries overseeing 1,295
institutions (640 public, 633 private and 22 state-owned). Every year, Malaysia's
public TVET institutions (including vocational colleges, polytechnics, community
colleges, industrial training institutes, Giat MARA, and technical universities) produce
about 200,000 graduates. Another pressing problem for TVET graduates is the
relatively low salary. This can hinder the country's efforts to become a high-income
country (Ramlee, 2022).

However, the good news is that this year, the TVET sector received over RM6 billion
in funding from the government. TVET in Malaysia needs to be technologically and
digitally advanced with green technology and AI. Therefore, the 12th Malaysia Plan
reiterates several important points including to take advantage of new technologies.
Our digital highway should be driven and powered by 5G, cloud computing and AI.
Comprehensive systems should be built on high-speed connectivity, AI and digital
platforms to enable vertical industries to realize their digital transformation, personal
devices and wide coverage digital infrastructure. It is important for
telecommunications companies to support the country in its digital journey with
robust 5G deployment (Ramlee, 2022).

The new trend for cloud computing will see most organizations accelerate their
migration to the cloud by 2025, with 100 percent of enterprises using the cloud, and
86 percent of enterprises using AI. Malaysia needs the right policies and regulations
to promote green technology and the use of AI. In making Malaysia an AI hub, it will
be interesting to see how TVET institutions will produce green technology and
sufficient AI technicians and professionals. The new TVET leadership model will be
based on digital mindset and competence. Digital leadership is poised to nurture
local AI talent in the TVET sector to meet global standards. TVET institutions need to
establish strategic partnerships with major AI companies. In addition, TVET
institutions should also collaborate with various well-known international TVET

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institutes and universities. The Ministry is also working on initiatives to expand

opportunities for TVET graduates' green technology and AI articulation locally and
globally.

The Ministry of Education is doing great things. And it spells artificial intelligence
(AI). Speaking to the New Straits Times, Education Minister Dr Maszlee Malik said
that come next year, Sijil Pelajaran Malaysia students will be able to use the all-in-
one portal service to help guide their educational path after Form Five. Currently,
students have to rely on their sensitive intuition to choose their major. Only to find
out at the end of the course that it wasn't what they wanted in the first place. In
such a world, college dropout rates are high. And the career does not match the
abundance.

AI can prevent such waste by recommending "good fits". What is suitable depends
on the tuition fee, choice of major, faculty or even the inclination of the parents.
Based on student strengths — following self-administered assessments — AI crawls
the Internet for matches. What's interesting is that AI not only reveals matches
based on current student strengths, but also for the future. As the technology stands
now, AI is said to have an accuracy rate of about 90 percent. This is the magic of
algorithms. Data security can cause many parents insomnia. This is understandable.
Malaysia has experienced data theft many times in recent times. Experts say current
security protocols are not designed to handle large amounts of data like those used
by AI analytics. Data stored in the cloud may be highly vulnerable. The Ministry of
Education needs to allay their fears (NST, 2019).

Conclusion
AI can be used to personalize the learning experience with tailored content based on
individual abilities. The Ministry of Education may want to put AI to work in schools
as well. In developed countries, AI is used to teach and test students. It can free
teachers from administrative duties — which is a problem at our school here — to
allow them to give students the human touch that machines lack. AI-operated
machines can reduce the burden on teachers by grading homework and
administering tests. Every day in some corner of the country, teachers bring home
piles of exercise books to be graded. Such tasks take up quality time that teachers
should be spending with their families. The sharing of nature between machines and
men will provide the best results for students and teachers. AI is very good at
delivering differentiated learning. Our teachers — with an average classroom of 40
students — are struggling to individualize learning, especially for students with
special needs. This can easily be done by machine. AI has some good news for
parents who struggle to teach their children with their homework. Such AI
applications are uncommon now, but many efforts are underway to make them
universally available. Soon there may be no need to send children to tuition centers.
Or force them to go to school when sick. Learning will be just a machine. We've
witnessed many game changers before, but AI is set to be the next big thing. Expect
AI to shake things up like the Internet did.

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References

Askiah Adam. (November 2, 2021). Preparing our children for the future of robots, AI
and the digital world. Kuala Lumpur: NST.

Muhammad Faiz Bukhori. (2022). 'A' for AI in education. Bangi: National University of
Malaysia

NST. (June 2, 2019). NST Leader: Wise choice. Kuala Lumpur: New Straits Times
(NST)

Ramlee Mustapha. (2022). Low AI and green technology standards in Malaysian

TVET. Tanjung Malim: Faculty of Technical and Vocational Education, Sultan Idris
University of Education.

Shahino Mah Abdullah. (2019). Improving education with artificial intelligence. Kuala
Lumpur: International Institute of Advanced Islamic Studies (IAIS) Malaysia.