Artificial intelligence and its influence in adult learning in China

Abstract

PurposeThis research aimed to examine the current status of artificial intelligence's (AI's) integration into Chinese adult education, by analyzing the influences that AI has had on current adult education practices in China and by discussing the opportunities and challenges that adult education in China is faced with under the rapid AI development in the past 12 years.Design/methodology/approachThis research employed systematic literature analysis. CNKI (China National Knowledge Infrastructure) Chinese Journals Full-text Database was used to collect scholarly publications on the use of AI in adult education in China that was published in the past decade. Data analysis included the following steps: identifying key words and phrases, detecting underlying meanings, searching for logical connections and relationships, collecting and connecting evidence to the research questions, and drawing logical and credible conclusions.FindingsThe findings indicated that AI has been gradually integrated into Chinese adult education through innovations and explorations and AI's influence is broad and profound. More specifically, the following five main themes were identified. The field's understanding of AI technology and AI's influence on adult education has evolved and become more comprehensive; AI challenges traditional Chinese adult education practices by helping to actualize personalized learning and precision education; AI transforms adult learning resource development; AI helps to turn learning environment into an open intelligent learning system; and lastly, AI urges the shift of adult educator's role in adult learning.Research limitations/implicationsThis study is not without limitations. Contextualized in China, this study shares the limitations with other single country studies. One such limitation is “cumulation” issue. This study should be replicated in other country contexts to further validate the generalizability of the five main themes identified in this research.Practical implicationsThe five themes identified in this study can help understand the promises and challenges that AI brings to the field of adult education in China. These five themes can also serve as an integrated lens through which one can make sense of AI's integration into other countries' adult education practices.Originality/valueThis paper fulfills an identified need of understanding the current status of AI's integration into and influence on the field of adult education in China.

Integrating Artificial Intelligence (AI) Into Adult Education

“…This section discusses the evolution of computer-assisted learning in adult education and the emerging role and capabilities of generative AI machine learning technologies such as Large Language Models (LLM), Machine Learning Algorithms for Adaptive Learning Systems (ALS), Virtual Reality (VR), and Augmented Reality (AR) for immersive learning experiences, Chatbots and virtual assistants for learner support and guidance, and Data Analytics (DA) for tracking learner progress and performance in the adult education environment. (Kang, 2023) as it requires transitioning from teaching-oriented to learningoriented control. However, it is argued that this transition is imperative for educators to use readily available AI-assisted tools that provide learners with differentiated instruction, a personalized learning plan consisting of suitable content, learning activities that match their learning characteristics, and assessments that evaluate their academic performance.…”

“…However, it is argued that this transition is imperative for educators to use readily available AI-assisted tools that provide learners with differentiated instruction, a personalized learning plan consisting of suitable content, learning activities that match their learning characteristics, and assessments that evaluate their academic performance. With this assistance, adult learning quality will improve and be more effective (Kang, 2023).…”

“…Teachers' instructions and learning materials were recorded on CDs (audio) or DVDs (video) and sent to adult learners. Adult learners could access quality education by interacting with teacher presentations at their own pace (Kang, 2023). In the later development of internet technology, students could learn remotely and participate in classes online.…”

Adult Education in the Age of Artificial Intelligence: The Human Resource Development Perspective

“…As a result of the evolving nature of technology in educational and workplace environments, the activities, operations, and philosophy of humans have become interweaved with digitalisation such as artificial intelligence (AI) and other of its interconnected systems (Baki et al, 2023;Kang, 2023;Poquet & Laat, 2021). From the perspectives of Ardichvili (2022); Baki et al (2023); Kang (2023); Laupichler et al (2022), AI also known as technologies of the Fourth Industrial Revolution (4IR), is explained as the ability for humans to adopt the use of computers and its accessories for decision-making, in order to resolve problems which are deemed complicated through the automation of adult teaching and learning along with workflows, as this is achieved through the transformation of knowledge and competencies which arises from deploying computers and machines in mimicking the human intellect. In addition, other similarly-situated accessories which complements the efficiency of AI, comprises of machine learning and vision, natural language processing (NLP), robotics, chatbots, computer vision, along with speech recognition and expert systems, etcetera (Ardichvili, 2022;Baki et al, 2023;Poquet & Laat, 2021;Yorks et al, 2020).…”

“…According to Ren and Zhang (2017), in the past decade, the field of AE gradually began to incorporate AI technologies and various automated instructional methods into its learning processes, as this assisted adult educators and learners in resolving tasks that were seen as complicated or posed challenges to teaching and learning activities. A process which Kang (2023); Sands (2020) described as "the teaching and development of intelligent knowledge and understanding among adult educators and learners." Furthermore, Kang (2023) affirmed that the advent of networking and mobile communication technology, resulted in the speedy acceptance of AI technologies among adult learners.…”