ARTIFICIAL INTELLIGENCE IN EDUCATION, GLOBAL PRACTICES, FUNCTIONAL TYPOLOGY, AND QUESTIONING ALGORITHMIC LOGIC

Abstract

This paper presents an analysis of the development, typology, and application of artificial intelligence (AI), with particular emphasis on its practical implementation within the contemporary educational system. It begins with a brief overview of AI’s evolution, which has unfolded in parallel with humanity’s pursuit to understand and model its own capacity for thinking. The paper then examines global practices from countries such as China, Finland, the United States, South Korea, and India, highlighting diverse implementation strategies and pedagogical approaches.
The paper offers a typology of AI tools based on their function: generative, productivity-oriented, tutoring, visual, and audio tools, with an assessment of their potential to foster critical thinking. The central message is that teachers must raise students’ awareness of the need to re-evaluate the algorithmic logic behind AI-generated responses. AI should not be used merely to retrieve information, but as a means to analyze, compare, and construct arguments. Through the approach of “questioning the answers,” educators can promote autonomous, responsible, and ethically grounded learning.
The paper concludes with a selection of tools that Macedonian educators can adopt, emphasizing the role of AI as a didactic mediator rather than an infallible authority.