During a meeting with 200 education and economic professionals in Occitanie, the rector of the Toulouse academy, Mostafa Fourar, unveiled the main lines of his ambitious plan to integrate Artificial Intelligence into the education system starting in the 2025 school year. This strategic project is divided into three main axes: identifying existing initiatives within establishments, using AI for vocational training, and modernizing administrative processes. This initiative is part of a broader framework of digital transformation, aimed at addressing the challenges of modern teaching.
Inventory of existing educational initiatives
The first component of this strategic plan involves inventorying all initiatives implemented by teachers and inspectors on the ground, whether they are individual or collective. This approach aims to structure practices that are often already in place but still poorly coordinated, regarding the use of artificial intelligence in classrooms. The rector emphasizes that teachers are already using AI tools to create exam questions, illustrate lessons, or interact with intelligent systems, both in primary and secondary education. A recent survey collected 200 feedback experiences on the use of AI in the academy, with the goal of sharing these resources to enrich teaching practices.
Vocational training and integration of AI
The second axis of the plan concerns the application of AI in the field of vocational training. The intention is not to limit the use of tools such as ChatGPT, but to teach students about industrial processes that integrate AI. The rector mentions his visit to the Bosch company in Rodez to discuss this integration. Several institutions, such as the Joseph Gallieni high school in Toulouse, have been selected to develop courses that raise students’ awareness of mobility technologies, in preparation for this new era of innovation.
Modernization of educational administration
The third major axis of the project focuses on the modernization of the administrative processes of the rectorate. The rector proposes integrating artificial intelligence to improve the management of teacher substitutions, a process that is often complex and time-consuming. The idea is to develop a unique application capable of encompassing all necessary data and providing real-time responses. For example, an AI could analyze audio and text messages received by the rectorate, allowing for reactive responses without users feeling the distance of automated processing. The goal is not to dehumanize services but to optimize their functioning.
AI: a complementary tool, not a replacement
One of the concerns raised by the implementation of AI in education is the fear of job cuts. However, the rector commits to clarifying that technology is meant to take over repetitive and tedious tasks but can in no way replace humans. On the contrary, AI promises to improve the quality and speed of services provided to users while enriching the relationship between students and teachers. This transformation is thus intended to favor better pedagogy without compromising employment.
A pragmatic approach to artificial intelligence
In educational terms, the integration of AI must occur within an ethical framework that prepares for the upcoming technological revolution. Rector Fourar emphasizes the importance of equipping students and teachers so that they can master this tool. Educational applications of artificial intelligence, such as Mathia and Lalilo, are already underway in some classrooms in the academy. These tools allow for exercises to be tailored to the specific needs of students, thus promoting personalized pedagogy. The objective is to keep humans at the center of education while benefiting from the efficiency that AI can bring.
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