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Harnessing the Era of Artificial Intelligence in Higher Education: A Primer for Higher Education Stakeholders

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Creator(s)

Organisation(s)

UNESCO

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Topic(s)

Teaching and Learning Practice

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CC BY-SA

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PDF

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National Forum

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Description

AI is expected to bring about profound changes for the higher education sector, presenting numerous opportunities as well as serious and urgent challenges that must be addressed in the transition towards AI-driven systems. This chapter provides a Practical Guide targeted at higher education leaders, setting out actionable recommendations and steps that can be taken at an institutional level to adapt to AI in a responsible and ethical manner. The Practical Guide has been designed with HEIs in resource-constrained contexts in mind, but it is also intended to be flexible and responsive to a range of local/ global institutional and regulatory situations. It signals actions that affect internal capacity building, institutional governance, teaching, research, and community engagement. These actions also include specific recommendations on gender equality that can lead to transformation by addressing the root causes of gender inequalities.

Benefit of this resource and how to make the best use of it

One of the key issues for higher education institutions in the immediate future, regardless of location or resource level,
is the need for HEI leadership to be equipped to advance in the responsible implementation of AI. The Practical Guide
sets out detailed actions for responsibly integrating AI. To recap, these recommendations are:

  • Build internal capacity;
  • Develop a policy framework for AI;
  • Innovate in pedagogy and skills training;
  • Promote AI research and application;
  • Mobilize knowledge and communities around AI;
  • Improve gender equality for AI and higher education.

Creative Commons Attribution-ShareAlike (CC BY-SA)

This work is licensed under a CC BY-SA license, allowing adaptation and sharing with proper attribution, provided derivative works use the same license.

https://creativecommons.org/licenses/by-sa/4.0/
? This citation is automatically generated and may require adjustment. Always verify it against your style guide.
UNESCO (2023). Harnessing the era of artificial intelligence in higher education: a primer for higher education stakeholders. National Resource Hub (Ireland). Retrieved from: https://hub.teachingandlearning.ie/resource/harnessing-the-era-of-artificial-intelligence-in-higher-education-a-primer-for-higher-education-stakeholders/ License: Creative Commons Attribution-ShareAlike (CC BY-SA).

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Related OER

This survey was adapted from a North American Faculty OER Survey Toolkit for use in the Irish Higher Education context. It was used across the DOERs project partner sites to audit staff Open Educational Resources and Open Educational Practices awareness and practices. We encourage other institutions to adapt this tool to meet their needs.

The DOERs Project Open Educational Resources (OER) Institutional Survey

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This open course is designed to facilitate the development of your Artificial Intelligence (AI) literacy so that you can explore and innovate using Generative AI (GenAI) within your teaching, learning, and assessment practices.

In light of the potential opportunities and challenges of these technologies, this course will facilitate you in exploring the fundamentals of GenAI and AI Literacy, whilst focusing on an ethical practice. You will consider innovative ways in which you can respond to the challenges arising from the impact of these technologies in Higher Education.

Completion of this course will support you in developing a GenAI teaching strategy to apply to your own practice.

GenAI for Teaching and Learning: How to Do It Right (Open Course)

CC BY

This report discusses the views of final year students and graduates who attended a TCD led, multi-institutional one-day workshop on what student success means to them, and what they identified as the facilitators of and barriers to achieving that success. The findings were based on the analysis of four types of inputs for the seminar: written submissions by students on the theme prior to the seminar, student talks, a panel discussion and workshop discussions on the day of the seminar. In order to have a framework to discuss the concept at the seminar, a thematic analysis was performed on the written submissions which students submitted prior to the seminar. Three broad categories of success were identified: academic, personal and social. While initially academic success features predominantly, as students progress through their studies, they develop a more holistic perspective where personal and social success become increasingly important to them. Student success is a broad concept. It is different for and personal to each student and changes with the student’s journey from initial entry to college through to graduation.

Student Success: Barriers and Facilitators

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