Artificial Intelligence in Higher Education: Opportunities and Risks
Supporting Agencies
- Ministerio de Ciencia e Innovacion (MCIN/AEI/10.13039/501100011033)
- Fondos Europeos FEDER proyecto CONFIA (PID2021-122916NB-I00)
Abstract
At present, Artificial Intelligence (AI) is fully integrated in our society and, thanks to recent developments in generative AI, it has burst into Education at a dizzying pace. The aim of this paper is to reflect on the benefits that AI can bring in this area within Spanish Universities, as well as on the risks that it may entail. To this end, an initial positioning of the current framework will be made; some of the possible applications of AI in Education will be reviewed, from a realistic and methodological point of view; some technological tools and use cases will be compiled; and a series of keys for an effective implementation in the Spanish University System will be proposed, focusing on the challenges and risks at the technological, pedagogical, organizational, legislative, and ethical levels.
Downloads
References
Alanko-Turunen, M. (2023). Towards Entangled, Sustainable Higher Education Artificial Intelligence Solutions. Webinar: AI in Education, revolutionizing learning and teaching, potential uses and implications of AI in the field of education. Ulysseus. https://n9.cl/j6pxi
Comisión Europea. (2018). Plan Coordinado sobre la Inteligencia Artificial. Comisión Europea. https://n9.cl/wdzbe
Consejo de la Unión Europea. (2019). Conclusiones relativas al Plan Coordinado sobre el Desarrollo y Uso de la Inteligencia Artificial «Made in Europe». Consejo de la Unión Europea. https://n9.cl/wubm6r
Comisión Europea. (2021). Regulation of the european parliament and of the council laying down harmonised rules on artificial intelligence (artificial intelligence act) and amending certain union legislative acts. Comisión Europea. https://n9.cl/kgmr2
Díaz-Rodríguez, N., Del Ser, J., Coeckelbergh, M., López de Prado, M., Herrera-Viedma, E. y Herrera, F. (2023). Connecting the Dots in Trustworthy Artificial Intelligence: From AI Principles, Ethics, and Key Requirements to Responsible AI Systems and Regulation. Information Fusion, 99. https://doi.org/10.1016/j.inffus.2023.101896
Fawns, T. (2022). An Entangled Pedagogy: Looking Beyond the Pedagogy—Technology Dichotomy. Postdigital Science and Education, 4, 711–728. https://doi.org/10.1007/s42438-022-00302-7
Fukuoka, S., Murata, T. y Mizuguchi, A. (2023). Legal Issues in Generative AI under Japanese Law – Copyright. Robotics / Artificial Intelligence Newsletter. Nishimur & Asahi. https://onx.la/1b438
González-Espejo, M.J. (2023). ChatGPT debe revolucionar, de una vez por todas, la enseñanza del Derecho. Hay Derecho. https://onx.la/b541b
Growcoot, M. (2023). Japan Declares AI Training Data Fair Game and ‘Will Not Enforce Copyright’. PetaPixel. https://onx.la/ff8bd
Klein, C. (2019). The Original Luddites Raged Against the Machine of the Industrial Revolution. History. https://n9.cl/9gu0b
Krugman, P. (2022). Does ChatGPT Mean Robots Are Coming For the Skilled Jobs? New York Times. https://n9.cl/2xy5r
Liu, B.L., Morales, D., Roser-Chinchilla, J., Sabzalieva, E., Valentini, A., Vieira do Nascimento, D. y Yerovi, C. (2023). Oportunidades y desafíos de la era de la inteligencia artificial para la educación superior: una introducción para los actores de la educación superior. UNESDOC. https://n9.cl/kqa70
Miao,F., Holmes, W., Huang, R. y Zhang, H. (2021). Inteligencia Artificial y Educación. Guía Para las Personas a Cargo de Formular Políticas. UNESCO. https://n9.cl/u-n-e-s-c-o_g_p_l_p
Mollick, E.R. y Mollick, L. (2022). New Modes of Learning Enabled by AI Chatbots: Three Methods and Assignments. SSRN. https://ssrn.com/abstract=4300783
Mollick, E.R. y Mollick, L. (2023). Why All Our Classes Suddenly Became AI Classes Strategies for Teaching and Learning in a ChatGPT World. Harvard Business Publishing. https://n9.cl/6jpqz
Montes, R., Melero, F.J., Palomares, I., Alonso, S., Chiachío, J., Chiachío, M., Molina, D., Martínez-Cámara, E., Tabik, S. y Herrera, F. (2021) Inteligencia Artificial y Tecnologías Digitales para los ODS. Real Academia de Ingeniería. https://n9.cl/24ypu
Pardo, A., Mirriahi, N., Gašević, D. y Dawson S. (2022). A Model for Learning Analytics to Support Personalization in Higher Education. En R. Sharpe, S. Bennett y T. Varga-Atkins, Handbook of Digital Higher Education (pp. 26—37). ElgarOline. https://doi.org/10.4337/9781800888494.00012
Pelletier, K., Robert, J., Muscanell, N., McCormack, M., Reeves, J., Arbino, N., Grajek, S., Birdwll, T., Liu, D., Mandernach, J., Moore, A., Porcaro, A., Rutledge, R. y Zimmern, J. (2023). EDUCAUSE Horizon Report, Teaching and Learning Edition. EDUCAUSE. https://n9.cl/ji3n2
Picciano, A. (2019). Artificial Intelligence and the Academy’s Loss of Purpose. Online Learning Journal, 23(3). https://doi.org/10.24059/olj.v23i3.2023
Robert, J. y Muscanell, N. (2023). 2023 Horizon Action Plan: Generative AI. Teaching and Learning Edition. EDUCAUSE. https://onx.la/56e80
Rodríguez, R. y Kannan, H. (2023). Active Learning, AI Style: The Role of Agent GPT in the Classroom. SwissCognitive. https://n9.cl/vka1h
Romero, M. (2023). Creative Uses of AI in Education. Webinar: AI in Education, revolutionizing learning and teaching, potential uses and implications of AI in the field of education. Ulysseus. https://n9.cl/j6pxi
Salmon, G. (2019). May the Fourth Be with you: Creating Education 4.0. Journal of Learning for Development, 6(2), 95—115. https://doi.org/10.56059/jl4d.v6i2.352
Zawacki-Richter, O., Marín, V.I., Bond, M. y Gouverneur, F. (2019). Systematic review of Research on Artificial Intelligence Applications in Higher Education – Where Are the Educators? International Journal of Educational Technology in Higher Education, 16. https://doi.org/10.1186/s41239-019-0171-0
Copyright (c) 2023 Oscar Cordón García
![Creative Commons License](http://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Those authors who have publications with this journal accept the following terms:
a. The authors will retain their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons License. Non-commercial attribution 4.0 International that allows to share, copy, and redistribute the material in any medium or format and adapt, remix, transform and build on the material in the following terms:
Recognition - You must give the appropriate credit, provide a link to the license, and indicate if changes have been made. You may do so in any reasonable manner, but not in a way that suggests that the licensor or its use endorses it. Non-commercial - You cannot use the material for commercial purposes. Share under it - If you remix, transform, or create on the material, your contributions must be distributed under the same license as the original.
b. Authors may adopt other non-exclusive licensing agreements for the distribution of the published work (e.g. deposit it in an institutional telematic file or publish it in a monographic volume) whenever the initial publication in this journal is indicated.
c. Authors are allowed and encouraged to distribute their work through the Internet (e.g. in institutional telematic archives or on their website) before and during the submission process, which can produce interesting exchanges and increase citations of the published work. (See The effect of open access).
d. In any case, the Editorial Team understands that the opinions expressed by the authors are their exclusive responsibility.