TIRANA, Sept. 8 /ATA/ – Artificial intelligence may be used as a support tool in Albania’s schools under new guidelines issued by the Ministry of Education and published by the Agency for Quality Assurance of Pre-University Education.
The guidelines set out how teachers and students can use AI tools, including platforms such as ChatGPT and Gemini, as well as information-verification tools, with the aim of using the technology to strengthen rather than replace human skills.
Teachers may use AI to prepare learning materials and create exercises, questions, quizzes and tests, as well as to develop materials tailored to students at different levels.
Its use can extend across a broad range of subjects, from Albanian and foreign languages to mathematics, arts and physical education. AI can also be used to translate texts, provide language corrections and assist with lesson planning.
The guidelines also envisage the use of AI in formative assessment. Teachers can use it to help develop assessment criteria and rubrics, prepare questions and quizzes, and generate feedback aimed at helping students improve.
Final decisions, however, rest with the teacher, who must verify AI-generated content and ensure that assessments are accurate and genuinely reflect a student’s progress, the guidelines say.
Students are likewise encouraged to use AI responsibly for research, project work and developing creativity.
The guidelines highlight risks associated with the technology, including misinformation, privacy breaches, digital dependency and the unethical use of AI-generated content.
Despite the opportunities AI offers in teaching and learning, its use also presents limitations and challenges that teachers, students, school administrators and other participants in the education process must understand and take into account, the document says.
“AI is a valuable support tool, but it is not infallible, does not always understand the specific context of the classroom and cannot replace the professional judgment of the teacher,” the guidelines say.
The document places particular emphasis on preventing plagiarism. Students may use AI to understand a concept, seek suggestions or improve their work, but AI-generated responses should not be copied directly and presented as their own.
Teachers are therefore encouraged to ask students to explain how they worked and how they arrived at their final product, placing emphasis on critical thinking, creativity and academic integrity.
The guidelines aim to establish a controlled and responsible approach to AI in pre-university education, ensuring that the technology serves the learning process and helps develop students’ skills rather than replacing them.
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