A PEST-SWOT neutrosophic examination of how arti-ficial intelligence influences as an active method in education

Abstract

In the contemporary context of education, PEST-SWOT neutrosophic analysis emerges as a powerful tool to unravel the complex intertwinings of artificial intelligence as an active methodology. This approach not only seeks to assess potential threats and opportunities (as a conventional SWOT analysis would), but also incorporates the neutrosophic perspective to address inherent uncertainties. In this sense, artificial intelligence is not perceived simply as a linear technological advance, but as a disruptive catalyst that redefines both pedagogical paradigms and learning dynamics. From the neutrosophic perspective, the coexistence of true, false and indeterminate elements in impact evaluations is considered, thus providing a more holistic and reflective framework to understand how education is transformed under the influence of AI. This analysis is not limited to weighing the strengths and weaknesses of AI integration in education, but also explores how these technologies interact with external factors such as changing educational policies, evolving social and economic expectations. Consequently, PEST-SWOT's neutrosophic approach allows for a more nuanced and multidimensional assessment, recognizing the dynamic and often contradictory nature of AI's educational impacts. This methodology not only invites consideration of opportunities for improvement in learning personalization and educational efficiency, but also highlights the critical need to manage associated risks, such as data privacy and equity in technological access. In summary, this study reflects an effort to move beyond simplistic dichotomies and embrace the complexity inherent in educational transformation driven by artificial intelligence.