Harnessing AI for sustainable higher education: ethical considerations, operational efficiency, and future directions

Discover Sustainability, Journal Year: 2025, Volume and Issue: 6(1)

Published: Jan. 13, 2025

As higher education faces technological advancement and environmental imperatives, AI becomes a key instrument for revolutionizing instructional methods institutional operations. can improve educational outcomes, resource management, long-term sustainability in education, according to this study. The research uses case studies best practices show how AI-driven innovations minimize impact, enhance energy efficiency, customize learning, creating more sustainable inclusive academic environment. document discusses ethics, including data privacy, algorithmic prejudice, the digital divide. It emphasizes need strong ethical frameworks use ethically make decisions with transparency fairness. study also robust rules infrastructure promote integration, protecting student privacy supporting fair access technologies. shows curriculum-building tools educate students future concerns stimulate innovation. prospects difficulties of are critically examined, its potential change traditional roles, performance, maintain profitability. Actionable recommendations educators, politicians, leaders contribute conversation. Focusing on creates framework where technology stewardship intimately connected, ensuring that institutions prosper fast-changing world.

Language: Английский

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Empowering Digital Citizens

IGI Global eBooks, Journal Year: 2025, Volume and Issue: unknown, P. 79 - 110

Published: Feb. 12, 2025

As the digital landscape evolves, intersection of artificial intelligence (AI) and education is reshaping way citizens interact with technology information. This chapter addresses critical need for literacy preparation individuals to engage AI in ethical privacy-conscious ways. The begins by examining concept citizenship its relevance an AI-driven society, emphasizing importance equipping skills navigate contribute world responsibly. core explores integration educational systems, highlighting both opportunities challenges it presents.

Language: Английский

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Bridging LMS and Generative AI: Dynamic Course Content Integration (DCCI) for Connecting LLMs to Course Content – The Ask ME Assistant

Research Square (Research Square), Journal Year: 2025, Volume and Issue: unknown

Published: March 31, 2025

The integration of Large Language Models (LLMs) with Learning Management Systems (LMSs) has the potential to enhance task automation and accessibility in education. However, hallucination where LLMs generate inaccurate or misleading information remains a significant challenge. This study introduces Dynamic Course Content Integration (DCCI) mechanism, which dynamically retrieves integrates course content curriculum from Canvas LMS into LLM-powered assistant, Ask ME. By employing prompt engineering structure retrieved within LLM’s context window, DCCI ensures accuracy, relevance, contextual alignment, mitigating hallucination. To evaluate DCCI’s effectiveness, ME’s usability, broader student perceptions AI education, mixed-methods approach was employed, incorporating user satisfaction ratings structured survey. Results pilot indicate high (4.614/5), students recognizing ability provide timely contextually relevant responses for both administrative course-related inquiries. Additionally, majority agreed that reduced platform-switching, improving engagement, comprehension. AI’s role reducing classroom hesitation fostering self-directed learning intellectual curiosity also highlighted. Despite these benefits positive perception tools, concerns emerged regarding over-reliance on AI, accuracy limitations, ethical issues such as plagiarism student-teacher interaction. These findings emphasize need strategic implementation, safeguards, pedagogical framework prioritizes human-AI collaboration over substitution. contributes AI-enhanced education by demonstrating how context-aware retrieval mechanisms like improve LLM reliability educational engagement while ensuring responsible integration.

Language: Английский

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Exploring the mediating roles of self-control, management, and meaningful learning self-awareness in the relationship between academic self-discipline and GAI acceptance

Education and Information Technologies, Journal Year: 2025, Volume and Issue: unknown

Published: April 4, 2025

Language: Английский

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Inclusive education through technology: a systematic review of types, tools and characteristics

Frontiers in Education, Journal Year: 2025, Volume and Issue: 10

Published: Feb. 12, 2025

Technologies that contribute to inclusive education are digital tools and specialized devices facilitate equitable access learning for students with diverse abilities. Understanding these technologies allows the personalization of teaching methods, removal barriers limit participation differences, promotion a more accessible educational environment all. This study aims identify analyze practices foster needs. A systematic review was conducted following PRISMA guidelines, gathering responses research questions from 159 studies. The Scopus database utilized, three blocks keywords related technology, inclusion, education. findings indicate transform into one by adapting needs students. Tools such as mobile devices, interactive applications, augmented reality help remove disabilities or in various contexts, facilitating personalized learning. Additionally, promote development critical skills encourage collaboration among students, enriching both their academic training social integration. Thus, technological inclusion becomes key factor maximizing potential each student within system.

Language: Английский

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Reimagining Tradition: A Comparative Study of Artificial Intelligence and Virtual Reality in Sustainable Architecture Education

Sustainability, Journal Year: 2024, Volume and Issue: 16(24), P. 11135 - 11135

Published: Dec. 19, 2024

Artificial intelligence and virtual reality technologies have significant potential in traditional architectural education. Historically used separately, their educational impacts are not fully understood. To advance sustainable architecture education, this study incorporates language illustration tools of artificial intelligence, along with immersive painting simulation capabilities reality, into the curriculum Jiangnan architecture. Through a randomized controlled trial, 60 students were divided AI, VR, control groups. Based on establishment an adaptive course learning assessment system, empirically compares effects methods, teaching methods across four dimensions: knowledge, design, computation, learning. Independent sample t-tests one-way analysis variance to validate differences effectiveness these technological applications. Findings reveal that notably enhances design outcomes, whereas shows pronounced bolstering knowledge acquisition computational tasks. proves particularly suited conceptualization narrative-based tasks, while aligns closely model creation post-design refinement activities. These findings provide new perspectives for hybridizing contributing outcomes.

Language: Английский

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