AI-anpassning i gymnasiearbetet : En kvalitativ studie utifrån ett lärarperspektiv

Sammanfattning

Since the end of 2022, language-based generative artificial intelligence (AI) has been freely available to the general public via the internet. AI makes it possible to automatically generate texts using human language and with scientific content. At present, there is no satisfactory solution for determining who has authored a text. This has led the Swedish National Agency for Education to advise against the use of graded written assignments. In order to obtain an upper secondary school diploma, students must complete a pass grade in the upper secondary school project (Swedish: gymnasiearbete). The project is presented in the form of a written report with a summary in English. The aim of the study is to provide an account of how upper secondary school teachers, in an AI context, adapt the upper secondary school project to meet requirements of legal certainty and to identify the organisational factors that condition such AI adaptation. The results show that teachers initially responded to the introduction of AI by reflexively applying established methods from an AI-free context, such as an emphasis on formal requirements and supervised text production in a locked word-processing environment, with the aim of strengthening legal certainty in the assessment of the upper secondary school project. Over time, some teachers have chosen to allow students’ use of AI to an increasing extent, made possible through adaptations in assessment practices. The integration of AI is also considered to have enhanced goal attainment. Other teachers, however, have continued to apply previous methods, even though these methods’ ability to ensure legal certainty has been questioned. The results indicate that progressive AI integration requires an organisational culture free from detailed managerial control of teachers’ professional tasks, and an environment in which it is possible to take risks in the application of new technology.