??How Cultural Factors Shape the Role of Image-Generating Tools in Education: A Multifaceted Exploration??

In the preceding article, I explored the convenience of Google Images as a visual aid in education prior to the emergence of LLM (Large Language Models). However, upon reflection in the present day, it became evident that the images often failed to accurately depict the nuanced scenarios I sought to convey in my lectures.

This prompted a deeper investigation into the rise of LLM multimodal models and their capacity to promptly generate images for educational purposes, raising important question regarding the integration of image generation within educational settings. Drawing on the responses and interviews I got from experts on this series, here are my findings to this question:

Are cultural or societal factors influential in determining the appropriateness of image-generating tools in education?

This series builds upon the previous one. Before diving in, take a moment to step back and grasp the essence of this new series. Article 1.

This article scrutinises the impact of cultural and societal elements on the efficacy and suitability of image-generating tools within educational contexts. It explores how diverse cultural perspectives and societal norms influence the utilisation and reception of such tools in teaching and learning environments.

Indeed, cultural and societal factors wield considerable influence over the suitability of image-generating tools in education.

Below are some key considerations to ponder:

Perceptions of Art and Creativity:

Different societies place varying degrees of importance on art and creativity within their educational systems. While some prioritise the arts as fundamental aspects of learning, others lean towards emphasising STEM (science, technology, engineering, and mathematics) subjects. I've had the opportunity to visit several schools in England, including London South Bank University , the University of Bradford , 英国剑桥大学 (where I currently work), and Robert Gordon University . Reflecting on archived images, here are a few memories captured during my time at these institutions.

During my visits, I noticed a noticeable trend towards the emphasis on STEM subjects in education, driven largely by economic competitiveness and workforce demands. This shift aligns with observations made by professors from universities in the United States, contributing to the insights shared in this article.

However, it's important to note that the focus isn't solely on STEM; there's also an acknowledgment of the significance of arts and creative expression in education. This recognition has led to the emergence of programmes and initiatives advocating for STEAM (STEM + Arts) education. As a result, the acceptance and integration of image-generating tools into education may vary depending on the specific educational priorities of schools and districts within these societies.

In the context of perceptions surrounding art and creativity, here are my insights from universities in select Nordic countries, such as Finland and Sweden. I've visited two schools in Finland— University of Helsinki and the University of Oulu —and conducted interviews with professors from 瑞典兰德大学 and the G?teborgs universitet in Sweden. Well, I had a great time in Helsinki and city of Oulu.

Generally speaking, Nordic countries are renowned for their comprehensive and inclusive education systems, which prioritise creativity, critical thinking, and holistic development.

For example, in these countries, arts education is seamlessly integrated into the curriculum alongside STEM subjects. There's a strong emphasis on nurturing students' artistic expression and imagination, fostering divergent thinking, and cultivating creative problem-solving skills.

These skills are particularly crucial in STEM fields, where innovative solutions are frequently sought after. By incorporating art into STEM education, students develop a broader skill set, including creativity, spatial reasoning, interdisciplinary connections, communication abilities, hands-on learning, innovation, and emotional intelligence. This integration leads to more well-rounded and effective learning experiences, better preparing individuals to tackle the complexities of the modern world.

Returning to our discussion, in Nordic countries, the acceptance and integration of image-generating tools into education may hinge on the societal value placed on artistic expression. Given the overarching educational goals of promoting creativity and innovation, image-generating tools are likely to be embraced as they align with these objectives.

?I directed my attention towards universities in East Asia, particularly in Japan and South Korea.

What I found was an educational system heavily centred on academic success, particularly in core subjects like mathematics and science.

This focus is accompanied by rigorous standardized testing and an emphasis on memorization and rote learning. However, it's important to note that this emphasis on STEM subjects doesn't negate the recognition of creativity and art within their educational systems.

The challenge arises when considering the integration of image-generating tools into education in these societies, as their adoption may face obstacles if they're not seen as directly contributing to academic achievement.

No exploration of universities would be thorough without acknowledging Africa, particularly Nigeria, where I underwent some education, notably at Michael Okpara' University of Agriculture Umudike , and visited numerous other institutions in country.

The learning environments in Nigeria are notable for their unique approach, prioritising holistic learning, community values, and cultural heritage.

Arts, storytelling, and traditional modes of expression hold significant sway in these educational systems, serving as vital conduits for preserving and passing on cultural wisdom.

However, in such contexts, image-generating tools may find limited relevance if they fail to align with indigenous methods of knowledge acquisition and learning.

?Access to Technology:

I remember at the DSN - Data Science Nigeria 2023 bootcamp, I was honoured to deliver a talk on the "socioeconomic impact of AI: bridging the digital divide and empowering communities." By the way, I am a proud product of DSN - Data Science Nigeria , so watch out for this year's 2024 Bootcamp.

We had a rich discussion on the AI digital divide and its bright side. The statistics we explored on the bright side of the pandemic only gave room for a greater digital divide.

Socioeconomic factors play a crucial role in determining access to technology. In societies where there's widespread access to computers, tablets, and design software, image-generating tools may be readily incorporated into educational curricula.

Again, access to technology cannot be the same flair to developing countries.

In the United States, a study by Common Sense Media found that while 96% of children from high-income families have access to a computer at home, only 61% of children from low-income families do. According to the National Centre for Education Statistics (NCES), as of 2020, about 94% of children ages 3 to 18 had access to a computer at home, and 87% had internet access. In developing countries, UNESCO , as of 2019, highlighted that only 19% of households in the least developed countries had access to the internet, compared to 87% in developed countries.

That sums up how access to technology is a societal factor, as such disparities in access to technology are particularly acute in rural areas, where infrastructure may be lacking and poverty rates are higher.

In these contexts, schools often struggle to provide students with access to basic technology, let alone specialised tools like image-generating software. In areas with limited access to technology or internet connectivity, the integration of such tools may be challenging.

Cultural Attitudes Towards Education:?

Certain cultures uphold rote memorization and traditional teaching methods, while others prioritise critical thinking, creativity, and hands-on learning. Image-generating tools can harmonise well with educational philosophies that emphasise creativity and experiential learning but may encounter opposition in cultures favouring traditional approaches.

In some Sub-Saharan African countries, educational systems often grapple with overcrowded classrooms, limited resources, and a focus on rote learning. Implementing experiential learning methods, such as utilising image-generating tools for visual storytelling or multimedia projects, may face hurdles due to technology access constraints and cultural preferences for traditional teaching.

For instance, a Nigerian educator aiming to integrate digital art projects exploring local folklore or environmental issues may face challenges due to resource scarcity and cultural norms surrounding education.

Similarly, in certain Middle Eastern countries, education systems prioritise rote memorization of religious texts and historical facts. Students may spend considerable time memorising Quranic verses or historical events without engaging in critical analysis or hands-on learning. Introducing experiential learning approaches, like using image-generating tools to delve into cultural themes or interpret religious texts, may encounter resistance due to cultural sensitivities and adherence to traditional teaching methods.

For example, a teacher in Saudi Arabia seeking to incorporate digital storytelling activities using image-generating tools to explore Islamic history or literature themes may face opposition from conservative stakeholders advocating for traditional teaching practices and content.

Language and Symbolism:

The significance of symbols, colours, and imagery varies greatly across different societies, carrying profound cultural meanings. For instance, the colour red may symbolise luck and prosperity in Chinese culture while evoking passion or danger in Western cultures. Similarly, symbols such as the lotus flower hold distinct connotations in Hinduism (purity and enlightenment) versus Buddhism (divine birth and spiritual growth). It's imperative for image-generating tools to be sensitive to these cultural nuances to ensure the appropriateness and respectfulness of the content they produce.

For example, when a teacher in India utilises image-generating software to develop educational materials for a lesson on spirituality, they must carefully select symbols and colours aligned with the cultural norms and values associated with Hinduism, Buddhism, or other pertinent traditions.

Cultural representation must be approached with sensitivity, mindful of stereotypes and biases.

Indigenous cultures worldwide possess unique languages, symbols, and traditions deeply rooted in their identities and histories. If a teacher in Australia employs image-generating software to create educational materials about Aboriginal culture, it's crucial to authentically and respectfully depict indigenous art, symbols, and Dreamtime stories. Image-generating tools must honour and uphold indigenous cultural heritage by faithfully representing their languages, symbols, and imagery.

Furthermore, educators must consider the religious sensitivities of their students when utilizing image-generating tools for educational purposes.

For instance, in a predominantly Muslim country, if a teacher uses image-generating software to illustrate a science lesson on evolution, they must ensure that the depictions of human or animal figures are respectful, aligning with Islamic beliefs regarding the sanctity of life.

Undoubtedly, religion plays a significant role in shaping cultural norms and values, including perceptions of symbols and imagery.

Pedagogical Approaches:

Pedagogy encompasses the theory and practice of education, focusing on teaching methods, instructional strategies, and the overall approach to learning.

It includes the principles, techniques, and strategies educators use to facilitate effective teaching and learning experiences, covering areas like curriculum development, lesson planning, assessment, classroom management, and creating conducive learning environments.

Central to pedagogy is the understanding of how individuals learn best and adapting teaching methods to meet diverse student needs and learning styles. Pedagogical approaches can vary based on educational philosophies, cultural contexts, and specific teaching and learning objectives.

Different cultures exhibit distinct pedagogical approaches to education. Some prioritise individual exploration and discovery, while others emphasise group collaboration and consensus-building.

The suitability of image-generating tools in education depends on how well they align with these pedagogical approaches and support educators' learning objectives.

The suitability of image-generating tools in education is influenced by a complex interplay of cultural, societal, and educational factors. Educators and policymakers must carefully consider these factors when integrating such tools into educational settings to ensure they are appropriate, effective, and respectful of diverse cultural perspectives.

?While I tackle the remaining question in another series, I'm eager to absorb your insights and knowledge. Please do share your thoughts generously, as I'm looking forward to learning from your valuable perspectives.

Mark Martin ?? , Sanja Seljan Dr Kulvinder Panesar, Jisc Janette Hillicks Eleanor Jarvis Bynoe Ghazi Chris Turpin ASIP CAIA Prof. V. Charles, PhD, PDRF, FRSS, FBCS, FHEA, FPPBA Michael Zimba, Jisc Kamran Mahroof Amir M. Sharif Enrico Grisan Prof Muthu Ramachandran Rhodri Rowlands World Bank Funded University Higher Education MIS Project UNESCO International Institute for Educational Planning (IIEP-UNESCO) Times Higher Education International Education Corporation International Elite Education Corporation The Association of Commonwealth Universities Council for Higher Education Accreditation (CHEA) Association of American Medical Colleges (AAMC) National Association for the Education of Young Children (NAEYC)

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