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WORKING PAPERSHarnessing the Era of Artificial Intelligence in Higher EducationA Primer for Higher Education Stakeholders Published in 2023 by the United Nations Educational,Scientific and Cultural Organization,7,place de Fontenoy,75352 Paris 07 SP,France and the UNESCO International Institute for Higher Education in Latin America and the Caribbean(IESALC),Edificio Asovincar,Av.Los Chorros con Calle Acueducto,Altos de Sebucn.Caracas,1071,Venezuela.The ideas and opinions expressed in this publication are those of the authors;they are not necessarily those of UNESCO and do not commit the Organization.UNESCO 2023Document code:ED/HE/IESALC/IP/2023/27This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO(CC-BY-SA 3.0 IGO)license(http:/creativecommons.org/licenses/by-sa/3.0/igo/).By using the content of this publication,the users accept to be bound by the terms of use of the UNESCO Open Access Repository(http:/en.unesco.org/open-access/terms-use-ccbysa-en).The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country,territory,city,or area or its authorities or concerning the delimitation of its frontiers or boundaries.Some sections of this Primer were first published in or have been adapted from UNESCO IESALC(2023)ChatGPT and Artificial Intelligence in Higher Education-Quick Start Guide.Cover image created by DALL.E 2,an AI system that can create realistic images and art in response to a text description.The prompt used:produce a portrait of the future of human and AI interaction in higher education,Kandinsky style.Concept by UNESCO IESALC.Authors:Bosen Lily Liu,Diana Morales,Jaime Flix Roser Chinchilla,Emma Sabzalieva,Arianna Valentini,Daniele Vieira do Nascimento,Clarisa YeroviGraphic design and layout:Csar VercherCopyeditor:Annette InsanallyFor more information,please contact:info-IESALCunesco.org www.iesalc.unesco.org +58 212 2861020UNESCO IESALC acknowledges the valuable insights and feedback provided by reviewers:Dameon Black,Jamaica Tertiary Education Commission;Olda M.Cano Lassonde de Arauz,Universidad Autnoma de Chiriqu,Panam;Matthias Eck,UNESCO Section of Education for Inclusion and Gender Equality;Keith Holmes,UNESCO Future of Learning and Innovation Team;Svetlana Knyazeva,UNESCO Institute for Information Technologies in Education;Fengchun Miao,UNESCO Future of Learning and Innovation Team;Roy Saurabh,UNESCO Division for Policies and Lifelong Learning Systems;Mark West,UNESCO Future of Learning and Innovation Team.The Global Education 2030 AgendaUNESCO,as the United Nations specialized agency for education,is entrusted to lead and coordinate the Education 2030 Agenda,which is part of a global movement to eradicate poverty through 17 Sustainable Development Goals by 2030.Education,essential to achieve all of these goals,has its own dedicated Goal 4,which aims to“ensure inclusive and equitable quality education and promote lifelong learning opportuni-ties for all.”The Education 2030 Framework for Action provides guidance for the implementation of this ambitious goal and commitments.UNESCO a global leader in educationEducation is UNESCOs top priority because it is a basic human right and the foundation for peace and sustainable development.UNESCO is the United Nations specialized agency for education,providing global and regional leadership to drive progress,strengthening the resilience and capacity of national systems to serve all learners and responding to contemporary global challenges through transformative learning,with special focus on gender equality and Africa across all actions.Harnessing the Era of Artificial Intelligence in Higher Education:A Primer for Higher Education StakeholdersTable of ContentsForeword.4Highlights.51 Introduction.91.1 Methodology.112 Understanding artificial intelligence.122.1 What is artificial intelligence?.132.2 Techniques and subfields of AI.152.3 Recent developments in AI.182.4 Common applications of AI.203 AI and learning,teaching and assessment.213.1 Personalized learning.223.2 Learner inclusion and wellbeing.263.3 Analysing and assessing student progress.273.4 Teacher professional development.284 AI and higher education administration and management.304.1 Institutional administration and management.314.2 Student administration.334.3 Institutional services and support.355 AI and research.375.1 Research on AI.385.2 AI-powered tools for research.395.3 Research on the Sustainable Development Goals using AI.415.4 Risks and implications of using AI in research.426 AI from higher education to the labour market.436.1 The future of work and implications for higher education.446.2 Skills for the AI era.466.3 Lifelong learning.517 Key challenges for AI in higher education.527.1 Global inequality in the distribution of AI.537.2 AI,inclusion and diversity.557.3 AI and sustainability.587.4 The future of AI and higher education.588 The ethics of AI in higher education.608.1 UNESCO Recommendation on the Ethics of AI.618.2 Academic integrity.648.3 Regulation and guidelines.648.4 Data security and privacy.658.5 Data bias.658.6 Commercialization.669 Practical Guide to Responsibly Integrating AI into Higher Education.689.1 Build internal capacity.699.2 Develop a policy framework for AI.709.3 Innovate in pedagogy and skills training.729.4 Promote AI research and application.739.5 Mobilize knowledge and communities around AI.769.6 Improve gender equality for AI and higher education.7710 Recommendations.78References.80Harnessing the Era of Artificial Intelligence in Higher Education:A Primer for Higher Education Stakeholders3Harnessing the Era of Artificial Intelligence in Higher Education:A Primer for Higher Education Stakeholders4ForewordNo one in higher education should avoid the duty to assess opportunities and challenges of artificial intelligence(AI)and then take action simply because of fear of the unknown.For good or bad,everyone in higher education must acquire at least a basic understanding of AI to make informed decisions.When our societies,cultures,values,political systems,and economies face the incredible challenge of AI,our citizens legitimately expect guidance from higher education.First,higher education institutions(HEIs)are not only engaged in the research and development that promotes further advancements in AI but also train most professionals who,directly or indirectly,will work in the AI industry or must adapt their skills to take advantage of AI.Ultimately,HEIs,particularly universities,should offer their capacities as a values-driven nest where AI can reside and evolve.Second,higher education can,moreover,help us all to have a critical approach to AI,empowering us to place AI at the service of human development,rather than passively and mindlessly waiting for whatever impacts it may have on our lives.Both reasons substantiate the need for a Primer like this which UNESCO International Institute for Higher Education in Latin America&the Caribbean(IESALC)is pleased to offer to the wider community of higher education stakeholders worldwide.It aims to provide the basic information and tips that would allow higher education stakeholders to develop their thinking and policies regarding the use of AI to improve processes and outcomes at their institutions.It has been designed as both a comprehensive and comprehensible introduction to AI in higher education and a practical tool for guidance and reference.It also includes some urgent recommendations.AI presents HEIs with yet another opportunity to demonstrate their value to our societies and people,as they did during the pandemic.HEIs are expected to be a lighthouse whenever a major crisis emerges.At UNESCO IESALC,we would be honoured if this contribution helps to keep the light on and for it to shine even brighter.Francesc PedrDirector,UNESCO IESALCHarnessing the Era of Artificial Intelligence in Higher Education:A Primer for Higher Education Stakeholders5AI and learning,teaching and assessmentAI can be applied to learning,teaching and assessment in a range of ways.However,while offering exciting prospects to apply technology for positive change,there remain many risks and challenges.Personalized learning provides students and teachers with individualized feedback,helps detect which students require further assistance,and boosts students learning performance.AI tools for personalized learning provide personalized,adaptive instruction and can be used for individual course recommendations,helping students advance at their own pace,redirecting them to additional reinforcement materials when needed and providing feedback to their teachers on their progress.Personalized learning has a wide array of applications,such as intelligent tutoring systems,chatbots to support learning and teaching and virtual and augmented reality.AI tools can support students who are blind or have impaired vision,are deaf or hard of hearing.They can support language inclusivity and provide emotional and practical support.Using AI,online platforms can identify patterns in student progression.Learning analytics are increasingly using AI to collect,analyse and report data on learning,teaching and assessment.With the popularization of ChatGPT,students are already turning to AI to help them with assessments.Another application of AI is robot-graders,or automated platforms that grade or assist teachers to grade assignments and give feedback to students.Teaching staff at HEIs are the most likely to have their role affected by AI technologies and to have a central role in the integration of AI technologies in HE,particularly in relation to rethinking assessment and to teaching and upholding academic integrity.Teacher professional development is key.HighlightsUnderstanding artificial intelligenceThere is no one universally accepted definition of AI.UNESCOs approach to AI,which would of necessity change over time to align with future developments,focuses on the imitation of human intelligence:“machines capable of imitating certain functionalities of human intelligence,including such features as perception,learning,reasoning,problem-solving,language interaction,and even producing creative work”(UNESCO,2019b,p.24).AI has two capabilities:Artificial Narrow Intelligence(ANI)and Artificial General Intelligence(AGI).ANI,or weak AI,is the type of AI that has been achieved so far.Within ANI,machine learning is the most popular technique to the point that many times these two concepts(AI and machine learning)are used as synonyms.AGI,also called human-level AI or strong AI,is currently a theoretical type of AI that,if ever reached,would be comparable to human intelligence.AI can also be categorized by its predictive or generative function.Predictive AI is a type of machine learning algorithm that analyses data and forecasts future events or results.In contrast,generative AI specializes in producing new content.More reliable data,the greater quantity of data,algorithmic advances and funding are all factors driving recent interest in AI.The number of AI publications has experienced steady growth,constituting over 2.2%of all scientific publications in 2018(Baruffaldi et al.,2020).In 2021,almost half a million publications on AI were produced in English and Chinese(Stanford University,2023).By 2030,the potential contribution of AI to the global economy is estimated at US$15.7 trillion(PWC,2019).The volume of private investment in AI research and development dominates the field,even as governments are exponentially increasing financing for AI.Harnessing the Era of Artificial Intelligence in Higher Education:A Primer for Higher Education Stakeholders6AI and researchResearch on AI has greatly increased.Based on recent publication trends,there has been a surge in publications concerning pattern recognition and machine learning in the last five years.However,only 1.4%of articles on AI applications in higher education addressed issues related to ethics,challenges and risks.AI is an interdisciplinary and complex field and should involve researchers from across many different areas of research,some of whom are predicting that the next breakthroughs in AI will be based on its interdisciplinary nature.AI can be used by researchers for the lifecycle of a research project,from designing research through to data collection and analysis,and writing up/presenting and disseminating research results.For example,machine learning(ML)and deep learning(DL)can be used to identify patterns and relationships within large datasets that may not be readily apparent to human researchers.Research using AI tools is supporting the Sustainable Development Goals,with examples provided in the chapter.There are a number of challenges to using AI-powered tools in research,perhaps foremost among them the risks that could undermine the originality of knowledge production.There are also specific ethical challenges to using AI in research that are unique to higher education settings,such as institutional ethics review processes.AI and higher education administration and managementThe impact of AI on higher education is already being felt strongly in the way that HEIs are governed and managed.Data can be used in AI tools that support learning and teaching processes;it can similarly inform governance and management processes and procedures,potentially making them more effective and efficient.HEIs play an important role in shaping the responsible development and deployment of AI technology and it is essential to incorporate guidance on AI to address various aspects such as academic integrity,research ethics,and the broader implications of AI deployment.The integration of AI into higher education involves considerations of both a technical and organizational nature.These include hardware resources,software requirements,data management strategies,personnel and skills,and security and privacy concerns.The spread of AI is likely to affect many administrative roles within HEIs.These naturally include IT services,and also encompass admissions,student services,library,marketing,and finance.AI can be successfully embedded only with adequate training and a cultural shift.High volume administrative tasks,from admissions to procurement,can drain human and financial resources for HEIs.AI can be used in scenarios where large pre-existing databases are available where machine leaning techniques can be applied.Similar to the use of chatbots by students for administrative tasks or learning,prospective students can also benefit from AI-based applications that can solve their questions and guide them through the sometimes burdensome admission procedures.Additionally,AI can be used to identify students with potentially vulnerable profiles who might be at risk of dropout,allowing the HEI to use this information to take proactive measures to prevent it.Practical Guide to
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