The Transformative Power of Generative Artificial Intelligence for Achieving the Sustainable Development Goal of Quality Education DOI Open Access
Prema Nedungadi, Kai–Yu Tang, Raghu Raman

et al.

Sustainability, Journal Year: 2024, Volume and Issue: 16(22), P. 9779 - 9779

Published: Nov. 9, 2024

This study explored the transformative potential of generative artificial intelligence (GAI) for achieving UN Sustainable Development Goal on Quality Education (SDG4), emphasizing its interconnectedness with other SDGs. A proprietary algorithm and cocitation network analysis were used to identify analyze SDG features in GAI research publications (n = 1501). By examining GAI’s implications ten SDG4 targets, findings advocate a collaborative, ethical approach integrating GAI, policy practice developments that ensure technological advancements align overarching goals SDG4. The results highlight multifaceted impact First, this paper outlines framework leverages enhance educational equity, quality, lifelong learning opportunities. highlighting synergy between SDGs, such as reducing inequalities (SDG10) promoting gender equality (SDG5), underscores need an integrated utilizing GAI. Moreover, it advocates personalized learning, equitable technology access, adherence AI principles, fostering global citizenship, proposing strategic alignment applications broader agenda. Next, introduces significant challenges, including concerns, data privacy, risk exacerbating digital divide. Overall, our underscore critical role reforms innovative practices navigating challenges harnessing opportunities presented by education, thereby contributing comprehensive discourse technology’s advancing education sustainable development.

Language: Английский

Perspectives of University Educators Regarding ChatGPT: A Validation Study Based on the Technology Acceptance Model DOI Creative Commons
Muna Barakat, Nesreen A. Salim, Malik Sallam

et al.

Research Square (Research Square), Journal Year: 2024, Volume and Issue: unknown

Published: Feb. 6, 2024

Abstract Background ChatGPT is a generative artificial intelligence (AI) model that has promising potential in higher education. Nevertheless, the integration of into education requires assessment university educators’ perspectives regarding this novel technology. This study aimed to develop and validate survey instrument specifically tailored assess usability acceptability among educators. Methods Development items was based on Technology Acceptance Model (TAM) followed by expert content validity pilot testing improve phrasing items. The involved demographic variables addition total 40 TAM-based distributed educators Jordan two phases: February 2023–April 2023 October 2023. self-administered via convenience approach contacts authors. Assessment construct done through exploratory factor analysis (EFA) principal component (PCA), while internal consistency inferred constructs checked using Cronbach’s α. Results final sample comprised 236 educators, with 72% who heard before (n = 169), whom 76 have already used (45%). EFA showed significant Bartlett’s test sphericity (P < .001) adequate Kaiser-Meyer-Olkin measure (KMO .698). six explained cumulative 64% variance attitude ChatGPT. These 31 classified into: (1) “Effectiveness” (α .845), (2) “Anxiety” .862), (3) “Technology readiness .885), (4) Perceived usefulness .848), (5) Social influence .803), (6) risk .796). Conclusions identified key could be exploited for comprehensive understanding educators' toward herein termed “Ed-TAME-ChatGPT” positive influencing factors such as perceived effectiveness, technology, social negative including anxiety risk. developed can provide robust framework further investigation given nearly inevitable AI

Language: Английский

Citations

5
Students’ GAI Acceptance: Role of Demographics, Creative Mindsets, Anxiety, Attitudes DOI
Ümmühan Avcı

Journal of Computer Information Systems, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 15

Published: Aug. 8, 2024

This study examined the impact of university students' demographic characteristics, creative mind-sets, AI anxiety and attitudes on their acceptance Generative Artificial Intelligence (GAI) technologies. The participants this consisted 183 students, 77 (42%) females 106 (58%) males. According to results Hierarchical Multiple Linear Regression Analyses, all models significantly predicted GAI. showed that toward GAI technologies was by a fixed mind-set (β = 0.111, p .032), growth 0.413, .000), positive general attitude 0.456, .000). A played an important role in acceptance. In line with information obtained from study, ways utilize transformative power foster innovation creativity were discussed, valuable insights revealed.

Language: Английский

Citations

5
Enhancing academic integrity among students in GenAI Era:A holistic framework DOI
Tareq Rasul, Sumesh Nair, Diane Robyn Kalendra

et al.

The International Journal of Management Education, Journal Year: 2024, Volume and Issue: 22(3), P. 101041 - 101041

Published: Aug. 14, 2024

Language: Английский

Citations

5
Prioritizing Ethical Conundrums in the Utilization of ChatGPT in Education through an Analytical Hierarchical Approach DOI Creative Commons
Umar Ali Bukar, Md Shohel Sayeed, Abdul Razak

et al.

Education Sciences, Journal Year: 2024, Volume and Issue: 14(9), P. 959 - 959

Published: Aug. 30, 2024

The transformative integration of artificial intelligence (AI) into educational settings, exemplified by ChatGPT, presents a myriad ethical considerations that extend beyond conventional risk assessments. This study employs pioneering framework encapsulating risk, reward, and resilience (RRR) dynamics to explore the landscape ChatGPT utilization in education. Drawing on an extensive literature review robust conceptual framework, research identifies categorizes concerns associated with offering decision-makers structured approach navigate this intricate terrain. Through Analytic Hierarchy Process (AHP), prioritizes themes based global weights. findings underscore paramount importance elements such as solidifying values, higher-level reasoning skills, transforming educative systems. Privacy confidentiality emerge critical concerns, along safety security concerns. work also highlights reward elements, including increasing productivity, personalized learning, streamlining workflows. not only addresses immediate practical implications but establishes theoretical foundation for future AI ethics

Language: Английский

Citations

5
The Transformative Power of Generative Artificial Intelligence for Achieving the Sustainable Development Goal of Quality Education DOI Open Access
Prema Nedungadi, Kai–Yu Tang, Raghu Raman

et al.

Sustainability, Journal Year: 2024, Volume and Issue: 16(22), P. 9779 - 9779

Published: Nov. 9, 2024

This study explored the transformative potential of generative artificial intelligence (GAI) for achieving UN Sustainable Development Goal on Quality Education (SDG4), emphasizing its interconnectedness with other SDGs. A proprietary algorithm and cocitation network analysis were used to identify analyze SDG features in GAI research publications (n = 1501). By examining GAI’s implications ten SDG4 targets, findings advocate a collaborative, ethical approach integrating GAI, policy practice developments that ensure technological advancements align overarching goals SDG4. The results highlight multifaceted impact First, this paper outlines framework leverages enhance educational equity, quality, lifelong learning opportunities. highlighting synergy between SDGs, such as reducing inequalities (SDG10) promoting gender equality (SDG5), underscores need an integrated utilizing GAI. Moreover, it advocates personalized learning, equitable technology access, adherence AI principles, fostering global citizenship, proposing strategic alignment applications broader agenda. Next, introduces significant challenges, including concerns, data privacy, risk exacerbating digital divide. Overall, our underscore critical role reforms innovative practices navigating challenges harnessing opportunities presented by education, thereby contributing comprehensive discourse technology’s advancing education sustainable development.

Language: Английский

Citations

5