교육 분야 인공지능(AI) 관련 조례 제정 동향 및 함의

Abstract

This study defines AI-based education as the use of artificial intelligence technology as a tool for developing teaching, learning methods, and curricula. It selected the relevant ordinances enacted by local education offices and local governments as the analysis subjects, and proposed policy implications. To derive the study results, an analysis framework from previous studies, which analyzed local government ordinances, was used. The framework's analysis items for AI-based education-related ordinances from education offices and local governments include the definition and purpose of the ordinance, the relationship with laws and regulations, structure, scope of application, support targets, and content of support. The study analyzed a total of 23 cases, including seven ordinances on “AI-based education,” thirteen on “Fourth Industrial Revolution education,” and three on “digital future talent.” The analysis of the seven AI-based education ordinances revealed that while the components such as purpose, definition, duties of the education superintendent (or mayor), teacher training, and the establishment of cooperation systems were relatively overlapping, the structure of the ordinances varied depending on the conditions and issues of the respective local education offices and local governments. Similarly, the analysis of thirteen ordinances related to Fourth Industrial Revolution education from metropolitan and provincial education offices showed overlaps in components such as purpose, definition, duties of the superintendent, cooperation systems, teacher training, and enforcement rules, but with structural differences based on the local education offices’ conditions and issues. Analyzing three ordinances related to digital future talent from basic local governments revealed common components such as purpose, definition, scope of support projects, formulation and implementation of support plans, delegation and support, and the establishment and operation of committees.