Abstract:

The “education-artificial intelligence” event has multiple dimensions and can be understood as both a planned and an unplanned event. Policies on artificial intelligence education are grounded in planned events, whereas teachers’ and students’ encounters with generative artificial intelligence constitute unplanned events. To respond to such events, it is necessary to understand their essential attribute, namely eventality. Events, as shaped by eventality, are characterized by meaningfulness, experientiality, and uniqueness. The “education-artificial intelligence” event should be grasped as an integrated whole, with attention to the specific features of educational events and artificial intelligence events. The coexistence of plannedness and contingency, the centrality of language, and the convergence of developmental junctures create both compatibility and inherent tensions between the two types of events, as well as the necessity of their integration. As an integrated event, it embodies multiple contradictions. Therefore, educators should remain open in emotion, cognition, and educational ideas, preserve the possibilities of eventality, and maintain a steadfast commitment to student cultivation.

Key words: event, artificial intelligence, “education-artificial intelligence” event, eventality, artificial intelligence education