Title: Artificial Intelligence in Education

Abstract

Education has played a crucial role in technological advancements like artificial intelligence (AI), leading to significant changes in different aspects of life (Borbajo, Malbas, & Dacanay, 2023; Chen, Chen, & Lin, 2020). AI has the potential to meet up with 21st-century learning, such as helping students become more creative, critical thinkers, and problem solvers rather than relying solely on remote memorization for exams (Chembe, Nasilele, & Msendo, 2023). The practical use of AI in classrooms is rapidly becoming a reality (Selwyn, 2024), which makes it not surprising that the rise of AI has impacted the educational sector. Keywords: Artificial Intelligence, Swedish secondary school, students, classroom, teachers, fairness Purpose: This study aims to understand Swedish secondary school students’ perspectives of fairness regarding AI’s potential use and implications in their classrooms. The study also delves into how students view the role of AI in tailoring learning experiences and including their thoughts on privacy and data protection. Theory: The theoretical lens takes grounded theory methodology as its point of departure better understand how Swedish secondary school students perceive fairness regarding AI potential use and implications in their classrooms. Method: This qualitative study used a case study design to explore Swedish secondary school students’ perspectives of fairness regarding AI’s potential use and implications in their classrooms. Data was collected through focus group discussion and analyzed using the Grounded theory as the theoretical framework Results: This study found that using AI in education has benefits and challenges hence, there is a need to exercise caution and awareness of the significance and ethical implications that need to be navigated,