By decision of the Senate of the Republic of Poland, 2024 has been designated as the Year of Economic Education. In the ever-changing landscape of the labour market, the profound impact of artificial intelligence (AI), in turn, creates countless challenges and opportunities. This makes the need for economic education in schools all the greater, as well as addressing content related to business and entrepreneurship. Their role is being explored in terms of their potential to revolutionise the educational experience, ensuring students are not only knowledgeable, but also well prepared for the ethical aspects of an AI-based workforce.
Join us to discover the transformative impact of integrating economics education into school curricula and the impact of artificial intelligence on learning and the creation, transformation but also disappearance of professions.
The three guiding themes:
The need for economic education in primary and secondary schools. Janusz Korczak asked: “Why should we not teach the child as early as possible what money is, the wages of work, so that the child feels the value, the bad and the good sides of possession?”. On the 100th anniversary of the publication of his book, “The Bankruptcy of the Little Jack”, we return to this key question.
The need for economic education in primary and secondary schools contributes significantly to the formation of informed citizens. As Amartya Sen, Nobel laureate in economics, stated, ‘economic growth without investment in human development is unsustainable’. In doing so, he emphasised the urgent need to start economic education at the earliest possible age. Further, research by Walstad and Watts (2007) shows that economic education enhances critical thinking and problem-solving skills. Exposure to economic concepts enables students to analyse and interpret information, promoting a deep understanding of decision-making processes. By engaging in real-world economic scenarios, students develop the ability to make informed decisions. The long-term economic benefits in turn help students navigate personal finance, investments and in making more informed career choices.
In addition to discussing the benefits mentioned above, the panel discussion will attempt to answer the question of how economic knowledge contributes to responsible citizenship, supporting a sustainable and prosperous future.
The future of artificial intelligence and economic education. The role of partnerships with technology companies and artificial intelligence developers is crucial. By analysing real-world applications, it is worth assessing how such partnerships can contribute to the creation of effective, age-appropriate educational tools. The focus is on the transformative potential of new technologies, such as virtual reality and artificial intelligence, in enhancing the educational experience and preparing students for the ethical considerations of an AI-focused career.
The Digital Education Action Plan created by the European Commission aims to provide appropriate methodologies and opportunities to train teachers in digital skills and competences, also taking into account the latest developments in artificial intelligence in education. It is also important to include the use of technology to address pressing societal issues such as combating misinformation and promoting digital skills. Adaptive learning platforms, simulations, virtual assistants and chatbots, data analysis and visualisation tools, natural language processing (NLP), augmented reality (AR) and virtual reality (VR), personalised learning platforms and automated assessment and feedback systems are just some examples based on artificial intelligence that can provide immediate support to students, offer explanations, additional resources and guidance on various topics. The panel will try to answer the question of what technical, but also ethical issues should be considered when integrating artificial intelligence into educational tools and career guidance systems.
Navigating the future. As Erik Brynjolfsson and Andrew McAfee note in their book “The Second Machine Age: Work, Progress and Prosperity in the Age of Brilliant Technologies”, the impact of automation and artificial intelligence on employment is characterised by nuanced dynamics. Understanding these processes presents a significant challenge to educators, policy makers and industry leaders, for the need to educate and adapt policies to the changing landscape of work. Legislative initiatives such as the European Skills Agenda and the Digital Education Action Plan provide a fundamental backdrop, highlighting the concerted efforts required to align education with the changing demands of employers. Cross-sectoral initiatives are needed to bridge the gap between schooling and academia and the practical skills critical to AI-based careers. The panel discussion aims to explore the multifaceted impact of artificial intelligence on the labour market, with a focus on common solutions involving educational institutions, policy makers, the private sector and technology companies. We will answer questions on key aspects such as skills adaptation, employability, ethical issues and the role of new technologies in dynamically changing professions.
Modelled on the European Digital Education Hub, NEF Kraków promotes cross-sector collaboration, identifies and shares good practices, and supports the education sector by facilitating access to tools, frameworks, guidelines, technical expertise and research in the field of digital education. As part of the Year of Economic Education, the event will provide a concise but comprehensive exploration of the latest trends, aiming to offer practical insights into navigating the future of education and careers in the age of artificial intelligence.
