Integration of Artificial Intelligence in Higher Education
An Analysis with a Gender Perspective
DOI:
https://doi.org/10.52712/issn.1850-0013-557Keywords:
higher education, artificial intelligence, gender perspective, digital perspectiveAbstract
The emergence of generative artificial intelligence (GAI) poses complex challenges to the educational system, especially in the university environment. The adoption of this technology promises to improve administrative tasks, support teaching practice and personalize learning, among other benefits. However, its integration and use require that teachers have not only instrumental skills, but also critical and reflective skills about the scope and risks associated with AI. This article describes the disposition of the teaching staff of the Faculty of Education of the University of La Laguna (Canary Islands, Spain) towards the integration of AI in their professional practice. Through an empirical analysis with a gender focus, it is revealed that, although there are no significant differences between genders in terms of willingness to adopt AI, there are differences in the perception of associated risks and biases. On the other hand, the need to promote training activities from university management to facilitate literacy for all groups is evident.
Downloads
References
Bewersdorff, A., Zhai, X., Roberts, J. & Nerdel, C. (2023). Myths, mis- and preconceptions of artificial intelligence: A review of th literatura. Computers and Education: Artificial Intelligent, 4. DOI: https://doi.org/10.1016/j.caeai.2023.100143.
Castillo-Acobo, R. Y., Hurtado Tiza, D. R, Guanuchi Orellana, L. M, Llerena Cajigas, B. Z., Huayta-Meza, F. T., Quispe Sota, C., Suaña Muñoz, G. I., Reyes Acevedo, J. E., Cardoza Sernaqué, M. A., Martel Carranza, C. P. & Arias Gonzáles, J. L. (2023). Artificial Intelligence application in Education. Journal of Namibian Studies: History Politics Culture, 33(464), DOI: http://www.doi.org/10.59670/jns.v33i.464.
Chan, C. K. Y. & Tsi, L. H. (2023). The AI Revolution in Education: Will AI Replace or Assist Teachers in Higher Education? arXiv preprint. DOI:
https://doi.org/10.48550/arXiv.2305.01185.
Dai, Y., Liu, A. & Ping, C. (2023). Reconceptualizing ChatGPT and generative AI as a student-driven innovation in higher education. 33rd CIRP Design Conference. Precedia CIRP, 119, 84-90. DOI: https://doi.org/10.13140/RG.2.2.33039.05283.
Ferrer, X., Nuenen, T., Such, J. M., Coté, M. & Criado, N. (2021). Bias and Discrimination in AI: A Cross-Disciplinary Perspective. IEEE Technology and Society Magazine, 40(2), 72-80. DOI: www.doi.org/10.1109/MTS.2021.3056293.
Francis Okagbue, E., Perpetua Ezeachikulo, U., Yinka Akintunde, T., Bala Tsakuwa, M., Nchekwubemchukwu Ilokanulo, S., Modest Obiasoanya, K., Emeka Ilodibe, C. & Amadou Tidiane Ouattara, C. (2023). A comprehensive overview of artificial intelligence and machine learning in education pedagogy: 21 Years (2000–2021) of research indexed in the scopus database. Social Sciences & Humanities Open, 8(1). DOI: https://doi.org/10.1016/j.ssaho.2023.100655.
Franganillo, J. (2023). La inteligencia artificial generativa y su impacto en la creación de contenidos mediáticos. Methaodos. Revista de Ciencias Sociales, 11(2), m231102a10. DOI: http://dx.doi.org/10.17502/mrcs.v11i2.710.
Gallent-Torres, C., Zapata-González, A. & Ortego-Hernando, J. (2023). El impacto de la inteligencia artificial generativa en la educación superior: una mirada desde la ética y la integridad académica. Revista Electrónica de Investigación y Evaluación Educativa - RELIEVE, 29(2). DOI: https://doi.org/10.30827/relieve.v29i2.29134.
Hornberger, M., Bewersdorff, A. & Nerdel, C. (2023). What do university know about Artificial Intelligence? Development and validation of an AI literacy test? Computers and Education: Artificial Intelligence, 4. DOI: https://doi.org/10.1016/j.caeai.2023.100165.
Huang, Y., Cox, A. M. & Cox, J. (2023). Artificial Intellgence in academic library strategy in the United Kingdom and the Mainland of China. The Journal of Academic Librarianship, 49(6). DOI: https://doi.org/10.1016/j.acalib.2023.102772.
Koivisto, M. (2023). Experiences on Creating Personal Study Plans with Chatbots. En D. Guralnick, M. E. Auer & A. Poce (Eds), Innovative Approaches to Technology-Enhanced Learning for the Workplace and Higher Education. TLIC 2022. Lecture Notes in Networks and Systems, 581. DOI: https://doi.org/10.1007/978-3-031-21569-8_18.
Lee, K., Jo, J., Kim, J. & Kang, Y. (2019). Can Chatbots Help Reduce the Workload of Administrative Officers? - Implementing and Deploying FAQ Chatbot Service in a University. En: Stephanidis, C. (eds) HCI International 2019 - Posters. HCII 2019. Communications in Computer and Information Science, 1032. DOI: https://doi.org/10.1007/978-3-030-23522-2_45.
Lin, Y., Hung, T. & Huang, L. (2020). Engineering Equity: How AI Can Help Reduce the Harm of Implicit Bias. Philosophy and Technology, 34(S1), 65-90.
Lim, T. & Gottipati, S. (2023). Ethical considerations for Artificial Intelligence in Educational Assessments. En J. Keengwe (Ed.), Creative IA tools and ethical implication in teaching and learning (32-79). Hershey: IGI Global.
Lopezosa, C., Codina, L., Pont-Sorribes, C. & Vállez, M. (2023). Use of generative artificial intelligence in the training of journalists: challenges, uses and training proposal. Profesional de la información, 32(4). DOI: https://doi.org/10.3145/epi.2023.jul.08.
Memarian, B. & Doleck, T. (2023). Fairnes, Accountability, Transparency, and Ethics (FATE) in Artificial Intelligence (AI) and higher education: A systematic review. Computers and Education: Artificial Intelligence, 5. DOI: https://doi.org/10.1016/j.caeai.2023.100152.
Meyer von Wolff, R., Nörtemann, J., Hobert, S. & Schumann, M. (2020). Chatbots for the Information Acquisition at Universities – A Student’s View on the Application Area. En A. Følstad et al. (Eds.): Chatbot Research and Design. CONVERSATIONS 2019. Lecture Notes in Computer Science, 11970. DOI: https://doi.org/10.1007/978-3-030-39540-7_16.
Morduchowicz, R. (2023). La Inteligencia Artificial ¿Necesitamos una nueva educación? UNESCO. Recuperado de: https://unesdoc.unesco.org/ark:/48223/pf0000386262.
McGrath, C., Cerratto Pargman, T., Juth, N. & Palmgren, P. J. (2023). University teachers' perceptions of responsibility and artificial intelligence in higher education - An experimental philosophical study. Computers and Education: Artificial Intelligence, 4. DOI:
https://doi.org/10.1016/j.caeai.2023.100139.
Pedreño Muñoz, A., González Gosálbez, R., Mora Illán, T., Pérez Fernández, E., Ruiz Sierra, J. & Torres Penalva, A. (2024). La inteligencia artificial en las universidades: retos y oportunidades. Informe anual sobre lA y educación superior. Recuperado de: https://1millionbot.com/la-inteligencia-artificial-en-las-universidades-retos-y-oportunidades/.
Pérez Colomé, J. (2024). Nazis chinas y vikingos negros: Google suspende su IA de imágenes por sobrerrepresentar a minorías. El País, 24 de febrero. Recuperado de: https://elpais.com/tecnologia/2024-02-24/nazis-chinas-y-vikingos-negros-google-suspende-su-ia-de-imagenes-por-sobrerrepresentar-a-minorias.html.
Rodway, P. & Schepman, A. (2023). The impact of adopting AI educational technologies on projected course satisfaction in university students, Computers and Education: Artificial Intelligence, 5. DOI: https://doi.org/10.1016/j.caeai.2023.100150.
Sánchez-Vera, F. (2022). Tecnologias educativas inteligentes. Uma aproximación crítica. Revista Nuevas Tendencias en Antropología, (13), 44-69. Recuperado de: http://www.revistadeantropologia.es/Textos/N13/Tecnologias%20educativas%20inteligentes.pdf.
Slimi, Z. & Villarejo, B. (2023). Navigating the Ethical Challenges of Artificial Intelligence in Higher Education: An Analysis of Seven Global AI Ethics Policies. TEM Journal, 12(2), 590-602. DOI: https://doi.org/10.18421/TEM122-02.
Stolpe, K. N. & Hallström, J. (2024). Artificial intelligence literacy for technology education. Computers and Education Open, 6. DOI: https://doi.org/10.1016/j.caeo.2024.100159.
Søraa, R. (2023). AI for Diversity. CRC Press. DOI: https://doi.org/10.1201/9781003206958.
Tsz Kit Ng, D., Luo, W., Man Yi Chan, H. & Kai Wah Chu, S. (2022). Using digital story writing as a pedagogy to develop AI literacy among primary students. Computers and Education: Artificial Intelligence, 3. DOI: https://doi.org/10.1016/j.caeai.2022.100054.
UC3M Digital (2023). Recomendaciones para la docencia con inteligencias artificiales generativas. Recuperado de: https://e-archivo.uc3m.es/entities/publication/e560161f-44a3-43f5-9a4e-5175a052c2ec.
UNESCO (2019). Beijing Consensus on artificial intelligence and education. Outcome document of the International Conference on Artificial Intelligence and Education ‘Planning education in the AI era: Lead the leap’. Recuperado de: https://unesdoc.unesco.org/ark:/48223/pf0000368303.
UNESCO (2023a). Technology in education. A tool on whose terms? Global Education Monitoring Report. Recuperado de: https://unesdoc.unesco.org/ark:/48223/pf0000386852.
UNESCO (2023b). Oportunidades y desafíos de la era de la inteligencia artificial para la educación superior: una introducción para los actores de la educación superior. Recuperado de: https://unesdoc.unesco.org/ark:/48223/pf0000386670_spa.
Universidad de Murcia (2018). La Universidad de Murcia presenta a LOLA, un asistente de inteligencia artificial para ayudar a los nuevos alumnos. Gabinete de prensa de la Universidad de Murcia, 5 de julio. Recuperado de: https://www.um.es/web/sala-prensa/-/la-universidad-de-murcia-presenta-a-lola-un-asistente-de-inteligencia-artificial-para-ayudar-a-los-nuevos-alumnos.
Wang, X., Li, L., Chee, T., Yang, L. & Lei, J. L. (2023). Preparing for AI-enhanced education: Conceptualizing and empirically examining teachers’ AI readiness. Computers in Human Behavior, 146. DOI: https://doi.org/10.1016/j.chb.2023.107798.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 CC Attribution 4.0
This work is licensed under a Creative Commons Attribution 4.0 International License.
All CTS's issues and academic articles are under a CC-BY license.
Since 2007, CTS has provided open and free access to all its contents, including the complete archive of its quarterly edition and the different products presented in its electronic platform. This decision is based on the belief that offering free access to published materials helps to build a greater and better exchange of knowledge.
In turn, for the quarterly edition, CTS allows institutional and thematic repositories, as well as personal web pages, to self-archive articles in their post-print or editorial version, immediately after the publication of the final version of each issue and under the condition that a link to the original source will be incorporated into the self-archive.
