eLearning Studios (United Kingdom)

The present paper focuses on the conceptual definition of Human-Centred Artificial Intelligence (HCAI) and its significance for the field of education. The findings of this systematic review of the international literature (2018–2025) reveal a distinct shift from a technology-centred perspective on Artificial Intelligence (AI) towards a human-centred approach focused on enhancing human capabilities, human control, reliability, personal data protection and an emphasis on human values. Concurrently, the significance of user participation in design and evaluation is underscored, as is the necessity for the general public to comprehend the fundamental operations of AI. Within the field of education, human-centred AI is associated with the empowerment of students and teachers, the promotion of autonomy, fair and inclusive learning, transparency in decision-making and data security. Applications such as Smart Learning Analytics are highlighted for personalised feedback and self-regulation, provided that an appropriate pedagogical framework is in place. Finally, challenges are highlighted regarding the transparency of algorithms and the potential for bias in AI applications in line with stereotypes, as well as the need for meaningful teacher training and the development of a coherent pedagogical framework, so that AI can contribute to the transformation of education in terms of social justice, prosperity and sustainability.

There was much trial and error, as well as successes and learning opportunities, as training organisations grappled with how to deliver virtual CPD during lockdowns.