Journal of Ethics in Higher Education,
Год журнала:
2024,
Номер
5, С. 79 - 102
Опубликована: Дек. 30, 2024
A
recent
study
in
Australasia
(Selvaratnam
&
Venaruzzo,
2023)
revealed
some
challenges
and
gaps
the
governance
of
AI
data
higher
education,
mainly
from
human-centeredness
perspectives
accessibility,
inclusivity
wellbeing.
This
paper
is
a
narrative
review
to
discern
principles
human-centered
approach
artificial
intelligence
(AI),
benchmarking
literature,
policies
practice
across
diverse
geopolitical
contexts
for
synthesizing
results
provide
guiding
that
can
support
this.
Australasian journal of engineering education,
Год журнала:
2024,
Номер
unknown, С. 1 - 28
Опубликована: Июль 11, 2024
More
than
a
year
has
passed
since
reports
of
ChatGPT-3.5's
capability
to
pass
exams
sent
shockwaves
through
education
circles.
These
initial
concerns
led
multi-institutional
and
multi-disciplinary
study
assess
the
performance
Generative
Artificial
Intelligence
(GenAI)
against
assessment
tasks
used
across
10
engineering
subjects,
showcasing
GenAI.
Assessment
types
included
online
quiz,
numerical,
oral,
visual,
programming
writing
(experimentation,
project,
reflection
critical
thinking,
research).
Twelve
months
later,
was
repeated
using
new
updated
tools
ChatGPT-4,
Copilot,
Gemini,
SciSpace
Wolfram.
The
investigated
differences,
identifying
best
tool
for
each
type.
findings
show
that
increased
features
can
only
heighten
academic
integrity
concerns.
While
cheating
are
central,
opportunities
integrate
GenAI
enhance
teaching
learning
possible.
had
specific
strengths
weaknesses,
ChatGPT-4
well-rounded.
A
Security
Opportunity
Matrix
is
presented
provide
community
practical
guidance
on
managing
risks
integration
learning.
International Journal of Latest Technology in Engineering Management & Applied Science,
Год журнала:
2025,
Номер
14(2), С. 25 - 38
Опубликована: Март 6, 2025
Abstract:
The
rapid
development
of
generative
AI
is
transforming
university
information
literacy
education
by
reshaping
how
students
access
and
process
information.
This
study
systematically
reviews
49
research
papers
published
between
2020
2024,
using
the
PRISMA
framework
thematic
analysis
to
explore
applications,
impacts,
pedagogical
changes
associated
with
in
field
education.
Results
show
that
has
a
wide
range
applications
education,
mainly
student
learning
support,
learner-oriented
personalized
learning,
academic
assistants,
writing
assistance,
skills
development,
curriculum
design
teaching
assistance.
Generative
promoted
students’
retrieval,
evaluation
critical
thinking,
but
also
brought
challenge
over-reliance
on
may
weaken
thinking
skills.
Important
methods
are
needed
introduce
instruction
prompt
engineering
computational
thinking.
role
teacher
shifted
from
knowledge
transmitter
facilitator,
emphasizing
importance
professional
basic
ethical
Through
results
it
find
can
significantly
enhance
outcomes
However,
its
application
requires
caution
must
fully
consider
potential
challenges
risks.
reasonable
design,
innovative
methods,
policy
educators
leverage
advantages
cultivate
high-quality
talent
innovation,
sense
moral
responsibility.
As
technology
continues
develop,
will
usher
more
innovations
opportunities,
bringing
new
vitality
possibilities
higher
Medical Education,
Год журнала:
2025,
Номер
unknown
Опубликована: Март 10, 2025
Abstract
Introduction
As
artificial
intelligence
(AI)
increasingly
integrates
into
health
workplaces,
evidence
suggests
AI
can
exacerbate
gender
inequity.
Health
professional
programmes
have
a
role
to
play
in
ensuring
graduates
grasp
the
challenges
facing
working
an
AI‐mediated
world.
Approach
Drawing
from
feminist
scholars
and
empirical
evidence,
this
conceptual
paper
synthesises
current
future
ways
which
compounds
inequities
and,
response,
proposes
foci
for
integrated
approach
teaching
about
equity.
Analysis
We
propose
three
concerns.
Firstly,
multiple
literature
reviews
suggest
that
divide
is
embedded
within
technologies
both
process
(AI
development)
product
output)
perspectives.
Next,
there
emerging
reinforcing
already
entrenched
workforce
inequities,
where
certain
types
of
roles
are
seen
as
being
domain
genders.
Finally,
may
disassociate
professionals'
interactions
with
embodied,
agentic
patient
by
diverting
attention
gendered
digital
twin.
Implications
Responding
these
concerns
not
simply
matter
bias
but
needs
promote
understanding
sociotechnical
phenomenon.
Healthcare
curricula
could
usefully
provide
clinically
relevant
educational
experiences
illustrate
how
intersects
inequitable
knowledge
practices.
Students
be
directed
to:
(1)
explore
doubts
when
AI‐generated
data
or
decisions;
(2)
refocus
on
caring
through
prioritising
embodied
connections;
(3)
consider
negotiate
workplaces
time
AI.
Conclusion
The
intersection
equity
provides
accessible,
illustrative
case
changing
practices
potential
embed
inequity
education
might
respond.
Advances in educational technologies and instructional design book series,
Год журнала:
2025,
Номер
unknown, С. 115 - 146
Опубликована: Фев. 6, 2025
This
chapter
explores
the
integration
of
generative
artificial
intelligence
(GenAI)
as
an
innovative
educational
technology
using
framework
slow
and
relational
pedagogy.
It
proposes
a
deliberate
instructional
design
aimed
at
decelerating
student
learning
behaviors
to
foster
deeper
engagement
with
critical
thinking
about
oneself,
peers,
instructors.
The
begins
scoping
review
survey
didactic
approaches
relevant
both
research
synthesis
emphasizes
strategies
such
reducing
quantity
tasks
while
increasing
time
allocated
for
them,
focusing
more
on
process
rather
than
final
product,
balancing
solitary
work
collaborative
efforts.
Building
these
insights,
develops
conjecture
map
(Sandoval,
2014),
which
includes
hypothesis,
features,
embodiments
(interventions),
mediating
processes,
outcomes.
aims
create
environment
where
students
engage
in
attentive
aid
GenAI.
Assessment & Evaluation in Higher Education,
Год журнала:
2025,
Номер
unknown, С. 1 - 14
Опубликована: Март 5, 2025
Student
feedback
engagement
is
often
reported
as
unsatisfactorily
low,
undermining
the
effectiveness
of
in
higher
education.
The
emergence
Generative
Artificial
Intelligence
(GenAI)
has
created
new
opportunities
to
enhance
student
through
its
unique
affordances.
However,
assuming
that
GenAI
a
panacea
for
disengagement
can
be
misleading,
it
also
presents
substantial
challenges.
Therefore,
essential
understand
how
students
engage
comprehensively
with
feedback.
such
understanding
lacking
literature.
To
close
research
gaps,
this
study
investigated
college
engaged
provided
by
ChatGPT
on
their
International
English
Language
Testing
System
writing
tasks.
Sixteen
undergraduates
voluntarily
participated
unobtrusive
observations
and
stimulated
recall
interviews.
Their
was
classified
into
cognitive,
metacognitive,
affective
behavioural
aspects.
findings
reveal
participants
employed
more
cognitive
strategies
than
metacognitive
ones,
experienced
minimal
emotional
resistance,
exhibited
varying
levels
trust
ChatGPT's
Additionally,
participants'
appeared
superficial
when
requesting
feedback,
interacting
revising
literacy,
including
prompt
engineering,
evaluative
judgement,
reflexivity,
ethical
decision-making
meta-cognitive
skills,
should
cultivated
foster
students'
active
context.
