Abstract
The
interconnectedness
of
African
philosophical
principles
Ubuntu
with
generative
artificial
intelligence
may
provide
an
inclusive
approach
to
distance
higher
education.
This
fusion
improve
and
customised
learning,
access
quality
education,
collaboration,
inclusivity,
strengthens
lecturer
support
development,
a
culturally
relevant
experience
that
acknowledges
the
communal
interests
all
stakeholders.
Generative
promotes
epistemological
for
students
irrespective
their
diverse
social,
financial,
linguistic
backgrounds
redefines
education
experiences
practices
while
prioritise
well-being
objective
this
conceptual
article
was
explore
between
perspectives
in
institutions
reimagine
methods
teaching
learning.
is
grounded
theory
advocates
paradigm
shift
practices.
It
contends
integrating
into
implementation
intelligence’s
learning
provides
more
notable
highlights
confirm
dismantle
oppressive
systems,
restore
self-determination
promote
change
reconciliation
through
use
intelligence.
can
be
applied
create
gives
precedence
sense
belonging,
mutual
support,
ethical
considerations.
Open Praxis,
Год журнала:
2024,
Номер
16(2), С. 142 - 159
Опубликована: Янв. 1, 2024
This
qualitative
study
explores
the
potential
of
generative
artificial
intelligence
(AI)
to
improve
academic
writing
skills
a
large
student
cohort
within
context
distance
learning
institution.
Utilising
methods,
research
diverse
approaches
and
applications
AI
elevate
teaching
experiences.
Grounded
in
socio-cultural
theory
human-AI
collaboration
framework,
highlights
synergistic
interplay
between
human
capabilities.
Email
interviews
with
lecturers,
focus
group
discussions
students,
informal
markers
on
WhatsApp
helped
researchers
(1)
understand
lecturers'
perceptions
integration
Academic
Writing
module,
(2)
explore
students'
perspectives
as
guide
(3)
examine
motivation
enhance
their
skills.
Findings
from
reveal
that
has
positive
impact
experiences,
providing
innovative
opportunities
for
academics.
contributes
discourse
intersection
education,
reiterating
redefining
pedagogical
strategies
shaping
future
learning.
Trends in Higher Education,
Год журнала:
2025,
Номер
4(1), С. 2 - 2
Опубликована: Янв. 8, 2025
This
collective
systematic
literature
review
is
part
of
an
Erasmus+
project,
“TaLAI:
Teaching
and
Learning
with
AI
in
Higher
Education”.
The
investigates
the
current
state
Generative
Artificial
Intelligence
(GenAI)
higher
education,
aiming
to
inform
curriculum
design
further
developments
within
digital
education.
Employing
a
descriptive,
textual
narrative
synthesis
approach,
study
analysed
across
four
thematic
areas:
learning
objectives,
teaching
activities,
development,
institutional
support
for
ethical
responsible
GenAI
use.
93
peer-reviewed
articles
from
eight
databases
using
keyword-based
search
strategy,
collaborative
coding
process
involving
multiple
researchers,
vivo
transparent
documentation.
findings
provide
overview
recommendations
integrating
into
learning,
contributing
development
effective
AI-enhanced
environments
reveals
consensus
on
importance
incorporating
Common
themes
like
mentorship,
personalised
creativity,
emotional
intelligence,
higher-order
thinking
highlight
persistent
need
align
human-centred
educational
practices
capabilities
technologies.
The
arrival
of
Generative
Artificial
Intelligence
(AI)
is
fundamentally
different
from
prior
technologies
used
in
educational
settings.
Educators
and
researchers
online,
blended,
in-person
learning
are
still
coming
to
grips
with
possible
applications
AI
the
experience
existing
technologies;
let
alone
understanding
potential
consequences
that
future
developments
will
produce.
Despite
risks,
may
revolutionize
previous
models
teaching
perhaps
create
opportunities
realize
progressive
goals.
Given
longstanding
tradition
philosophy
examine
questions
surrounding
ethics,
ontology,
technology,
education,
purpose
this
critical
reflection
paper
draw
prominent
philosophers
across
these
disciplines
address
question:
how
can
be
employed
contexts
a
humanizing
ethical
manner?
Drawing
work
Gunther
Anders,
Michel
Foucault,
Paolo
Freire,
Benjamin
Bloom,
Hannah
Arendt,
we
propose
framework
for
assessing
use
ethics
modern
education
regarding
human
versus
generated
textual
multimodal
content,
broader
political,
social,
cultural
implications.
We
conclude
applied
examples
implications
research
practice.
The
study
proposes
a
balanced
approach
and
flexible
guidelines
for
incorporating
generative
artificial
intelligence
(AI)
into
university-level
teaching
learning
processes
at
both
the
university-departmental
level
within
individual
academic
autonomy.
Building
on
Chan’s
(2023)
AI
Ecological
Education
Policy
Framework,
offer
suggestive
frame
of
reference
faculty
students
to
integrate
their
coursework.
Furthermore,
feedback
from
118
14
academics
teacher
education
institution
in
Philippines
underscores
guidelines'
potential
benefits,
concerns,
usefulness,
necessity
undertakings.
While
policy
may
not
cover
every
detail
exhaustively,
it
seeks
provide
practical
context-sensitive
recommendations
ethical,
honest,
responsible,
fair
use
course
development,
implementation,
student
engagement.
Consequently,
other
higher
institutions
general,
particular,
adopt
and/or
modify
suit
positions,
goals,
needs,
directions.
European Journal Of Dental Education,
Год журнала:
2025,
Номер
unknown
Опубликована: Фев. 13, 2025
ABSTRACT
Introduction
The
introduction
highlights
the
transformative
impact
of
generative
artificial
intelligence
(GenAI)
on
higher
education
(HE),
emphasising
its
potential
to
enhance
student
learning
and
instructor
efficiency
while
also
addressing
significant
challenges
such
as
accuracy,
privacy,
ethical
concerns.
By
exploring
benefits
risks
AI
integration,
underscores
urgent
need
for
evidence‐based,
inclusive,
adaptable
frameworks
guide
universities
in
leveraging
GenAI
responsibly
effectively
academic
environments.
Aims
This
paper
presents
a
comprehensive
process
developing
cross‐disciplinary
consensus‐based
guidelines,
based
latest
evidence
integration
at
European
University
Cyprus
(EUC).
In
response
rapid
adoption
tools
LLMs
HE,
task
group
EUC
created
structured
framework
effective
use
academia,
one
that
was
intended
be
flexible
enough
incorporate
new
developments
not
infringe
instructors'
freedoms,
practical
Results
development
informed
by
extensive
literature
reviews
consultations.
Key
pillars
include:
opportunities
presented
GenAI;
promoting
transparent
communication;
ensuring
responsible
students
educators;
safeguarding
integrity.
guidelines
emphasise
balance
between,
hand,
educational
experiences,
and,
other
maintaining
critical
thinking
originality.
includes
recommendations
usage,
classroom
policy
formulation,
augments
rather
than
replaces
human
judgement
settings.
Conclusions
iterative
process,
including
refining
illustrates
hands‐on
approach
resulting
may
serve
model
institutions
(HEIs)
aiming
integrate
upholding
quality
standards.
