The impact of AI writing tools on secondary and higher secondary education in Bangladesh: the perceptions of teachers and students

Abstract

Artificial Intelligence (AI) is now a dominating force in the education sector worldwide. Bangladesh is no exception. This qualitative research is an endeavor to explore and understand the immense impact of AI writing tools on Bangladesh high school and college level education; mainly focusing on teaching practices, students' writing abilities, efforts, and class dynamics. On the basis of the in-depth interviews among ten students and five teachers, this research employs thematic analysis in determining certain patterns in the integration into learning spaces by AI tools. It discovers that while teachers utilize AI as a resource base in the lesson plans, testing, and content development, many utilize such practices surreptitiously fearing being open to institutional condemnation. Students now have the opportunity to learn better writing techniques, grammar and construct more defined works overall, although the originality of those works are now significantly reduced. The students’ self confidence in their writing abilities has also decreased. It further finds that lack of originality, reduced social interaction, and power dynamics among students and teachers as AI is now being used as a primary support tool for educational systems. Even though AI ensures enhanced efficiency and accessibility, these tools can as easily distort creativity, authenticity, and interpersonal interaction. This thesis concludes that the educational impact of AI in Bangladesh is double-edged; its effects depend on responsible usage and computer literacies. Both the students and the teachers must be reasonable to take advantage of AI in a meaningful way.