Artificial intelligence (AI), generally expressed by the general public as the ability of machines or
computers to think and act as humans do, represents the efforts towards computerized systems to
imitate the human mind and actions (Wartman & Combs, 2018). In this respect, the basic definition of
artificial intelligence can be expressed as the skilful imitation of human behaviour or mind by tools or
programs (Mohammed & Watson, 2019). According to Timms (2016), it may be an illusion of the current
structure to think that artificial intelligence will come within the computer format used at home. It could
get into our lives within different functions and shapes. Ng (2017) claims artificial intelligence to be the
new electricity of this age. Artificial intelligence is a candidate to be presented as the basic building block
of the Fifth Industrial Revolution by providing itself to be a powerful factor in ensuring economic
development with its potential (see, Golic, 2019). That could be why investments in artificial intelligence
broke a record in China with $40 billion in 2017 (Mou, 2019). In line with its earnings from AI, China is
expected to increase its gross domestic product (GDP) by 26% ($7 trillion) by 2030. North America is
expected to have a 14.5% increase ($ 3.7 trillion) in the same timeframe (PwC, 2017). These data make
the added value and global impact of artificial intelligence more understandable for the future economy,
and in our case, for the future of education, which in turn, directs the economy and workforce, paving
the way for the new Industrial Revolution. The in-depth development of artificial intelligence will affect
many situations, from the restructuring of the social order in the broadest sense to the education and
administration processes in classes and schools. Schools that are expected to adapt to the digital age and
embed 21st century skills in their main agendas are some of the main institutions that could be most
affected by the development of artificial intelligence. Karsenti (2019) points out that new forms of
technology will fill in our lives and captivate our youth, and this case may leave schools with no choice
but to make room for them. In this regard, how the stakeholders from law, business, education, and
engineering perceive this development, and how they foresee artificial intelligence in regard to
education form the focus of this study. Thus, the purpose of this study is to examine what the use of
artificial intelligence in education means and what kind of implication it can reveal for the future of
education, according to the opinions of the participants from different sectors.
