A recent study by Sallai, Dorottya; Cardoso-Silva, Jonathan; Barreto, Marcos; Panero, Francesca; Berrada, Ghita; and Luxmoore, Sara highlights a pressing concern: the hasty integration of generative AI tools in higher education risks undermining the quality and integrity of traditional learning processes. The researchers advocate for a balanced approach that prioritizes critical thinking and the human element in education. Emphasizing the need to uphold academic standards, the paper calls for educational policymakers to judiciously evaluate the impact of these technologies before widespread adoption, ensuring that they complement rather than replace the foundational aspects of a classical education.
Generative AI in Education: A Call for Cautious Integration to Preserve Traditional Learning Values
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Approach generative AI tools proactively or risk bypassing the learning process in higher education
25
Jan-22
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Score: 0.50
Sallai, Dorottya ORCID: 0000-0003-3411-4818 , Cardoso-Silva, Jonathan ORCID: 0000-0002-9566-7400 , Barreto, Marcos ORCID: 0000-0002-7818-1855 , Panero, Francesca ORCID: 0000-0002-8287-163X , Berrada, Ghita ORCID: 0000-0001-8814-409X and Luxmoore, Sara ORCID: …
From Lse.ac.uk
Jan-22
Ai
Left Variant
Score: 0.20
In a collaborative effort led by scholars Sallai, Dorottya; Cardoso-Silva, Jonathan; Barreto, Marcos; Panero, Francesca; Berrada, Ghita; and Luxmoore, Sara, new research underscores the imperative of integrating generative AI tools within higher education frameworks. This approach, the team argues, is crucial not only for enhancing the learning experience but also for ensuring that education evolves in tandem with technological advancements, thereby preventing a widening of the digital divide. By proactively incorporating these tools, educational institutions can promote a more inclusive and accessible learning environment for all students, regardless of socioeconomic background.
From Lse.ac.uk