Excluding the Human Element from the Educational Process: Challenges and Risks of AI in Open and Distance Education. The Case of the University of Continuing Education – Algeria

As AI advances rapidly, educational technologies, including those based on AI, are increasingly being used in open and distance learning. While the use of adaptive e-learning systems, educational chatbots, AI-based guided learning, and AI-enhanced educational platforms may contribute to individualizing the educational experience and performance. This approach to AI in education raises concerns about the possibilities of student tracking, prediction of student behavior and profiling, ethical ways of student engagement, and the possible dehumanization of the educational process. The problem regarding the ethical and trustworthy use of AI in education is related not only to possible dehumanization but also to privacy, data protection, the role of teachers, and the possible replacement of them, as well as the potential power balance shift from the individual level to state and private actors. Thus, the aim of the paper is to explore an ethical and educa-tional conversation on these dilemmas and other deep pedagogical and organizational aspects that are trig-gered by applying AI in open and distance education. It brings insights on whether AI really is about hu-mans and, in particular, about teachers and the human element in education.