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During several years, the exponential growth of digital technologies has enabled both unprecedented socio-economic growth and educational development. Thus, the rapid integration of AI in higher education has offered unprecedented opportunities to enhance teaching, learning, research and administration. However, these opportunities are accompanied by significant risks and ethical challenges that have to be addressed through comprehensive governance.
Background
The digital transition and the global technological revolution are having vital implications for the European workforce, as well as for the education and training processes.
The European University Association, EUA prepared a new report “Trends 2024: European higher education institutions in times of transition” (based on responses from 489 higher education institutions in 46 European higher education systems), which represents the EU-wide higher education policy reform in the context of wider modern socio-economic changes.
About two thirds of higher education institutions (HEIs) in Europe (actually, 83 percent) confirmed the importance of national reforms in the areas of quality assurance, digitalisation, internationalization, institutional research policy, as well as in learning and teaching, however with different priority settings in HEIs.
More on education “revolution” in: Eteris E. Educational Challenges for a New Century: Policies for sustainable growth. – SpringerBriefs in Education Series (2024). -126 pp.
Reference to: https://link.springer.com/book/10.1007/978-3-031-59013-9 ; ISBN 978-3-031-59012-2.
European trends in education reforms
The European report on trends underlines five major issues impacting educational strategies in the member states: digitalisation, the post-pandemic effects, enhanced inter-institutional cooperation, the green-growth (with SDGs) and reforming socio-economic growth patterns. There are however, some issues that reveal “serious threats”: i.e. forty-four per cent of HEIs report either continuously low or decreasing funding over the past five years, while 70 percent identify underfunding as one of the top three obstacles for improving learning and teaching.
The two others are:
= HEIs digital preparedness: over 90% of institutions have policies for ethics, integrity, data protection and access for disabled students. The digital transition at HEIs requires more attention and investment; although the attention to AI and blockchain is increasing, the institution-wide approaches are not yet widespread.
= “Greening” and environmental sustainability: some 72% of HEIs have already adopted necessary strategies, which both represents an increase compared with 61% in 2021 and suggests a more holistic HEIs approach to national socio-economic issues. As to corporate connections, 61percent of respondents pointed to “skills development relevant to the labour market” and 51percent mentioned “environmental sustainability and greening” along with “regional or local development”.
Regardless of the EU-wide interest in HEIs internalization, some states (e.g. Sweden) propose an introduction of national guidelines for “responsible internationalization” in education strategies. The reason is that small countries, like Sweden, are “heavily dependent on internationalization for both development and prosperity”, but they are aware that “internationalization in the current geopolitical context poses some risks”.
Reference to: https://www.universityworldnews.com/post.php?story=20240930174150195&utm_source=newsletter&utm_medium=email&utm_campaign=GLNL0803
More on “trends” in: https://www.eua.eu/publications/reports/trends-2024.html
New AI institute in Swiss
The Swiss federal institute of technology ETH Zurich and Swiss federal institute of technology in Lausanne, EPFL are stepping-up collaboration in the field of artificial intelligence by founding the Swiss National AI Institute, SNAI. This institute will offer a national perspective on research, education and innovation in AI, with a particular focus on transparency, open source and trust.
The SNAI will benefit from the expertise of over 70 professors specializing in AI across the country; together they will develop the first large national AI model in Switzerland (a model with a particularly large and diverse data set), as well as other models to support the nation-wide research objectives.
More on SNAI in: https://www.swissinfo.ch/eng/science/swiss-universities-set-up-new-ai-institute/87668773
Generative AIs
The widely used generative AIs are helping in boosting national and global economic growth in the coming decade; i.e. they can increase productivity and boost the EU’s competitiveness in an era where Europe lags behind the US in economic growth. However, to capture the next wave of AI benefits in political economies, the states have to promote innovation, invest in skills and ensure clear rules.
According to a new report by the “Implement Consulting Group”, commissioned by Google, the generative AI alone could add 8 percent to the EU’s GDP in ten years, and/or boosting the EU’s economy by €1.2-1.4 trillion. Among key findings of the study are:
= Economic opportunity: the generative AI’s gains could come from three sources, including productivity increases from people working with generative AI, freed-up time from generative AI’s automation potential and the re-employment of time for other value-creating activities.
= Job implications: in the EU, 61% of jobs are expected to use generative AI, some 32% of jobs are likely to remain unaffected by generative AI, and only 7% of jobs are deemed highly exposed to generative AI, leading to some job closures. However, new jobs in the AI-powered economy are expected to replace those lost due to automation, resulting in unchanged employment levels.
= Key sectors benefiting: generative AI can boost productivity across sectors by augmenting and improving human capabilities. In contrast to past automation (e.g. robotics), generative AI can boost productivity in services; the sector in EU refers to about 80% of economic potentials.
= AI readiness: it is acknowledged that the EU performs well on the “early foundational drivers of AI adoption” that ensures safe and reliable AI service; however, “it lags behind globally on AI innovation drivers, such as talent, research, development and commercialization. Present gaps indicate that the EU risks falling behind the next wave of AI and needs to ramp up its efforts to remain competitive.
Source and citations from: https://implementconsultinggroup.com/article/the-economic-opportunity-of-generative-ai-in-eu27?msg_pos=1
Approaches to AI governance: two-tiered approach
Together with vital AI’s transformative effects on education, the AI presents significant challenges, which could be dealt with by introducing comprehensive governance framework. Some researchers note that “while global and regional frameworks provide a valuable ethical foundation, a significant gap often exists between the AI high-level principles and the practical implementation needed in higher education settings”.
For example in some global regions, the governments have already introduced stringent regulations (as happened with the EU’s Artificial Intelligence Act); however, these regulatory efforts are often broad and do not adequately address the unique needs of the higher education sector. This lack of sector-specific guidance drives the HEIS into regulatory uncertainty, potentially leading to inconsistent implementation, overcautious approaches or inadvertent non-compliance.
Due to the dual nature of AI, as both an enabler of innovation and a potential source of risk, necessitates some altering approaches: i.e. while driving progress, AL it can also exacerbate inequalities and create new ethical problems. For example, “algorithmic bias in AI systems used for admissions or grading” poses a serious risk to fairness and equity; similarly, the widespread use of AI in research raises concerns about data privacy and challenges traditional notions of intellectual property and authorship.
To tackle these challenges, a two-tiered governance framework is suggested:
1) at the governmental level, more transparent regulations are needed to provide a cohesive foundation for AI governance; these rules should address the needs of HEIs and ensure that AI technologies are used ethically, equitably and transparently.
2) At the institutional level, universities and colleges must implement risk-based governance frameworks arranged according to their specific contexts; these frameworks should guarantee that AI is deployed in a way that not only enhances educational outcomes but also aligns with the institution’s mission and values.
Reference and citation from: https://www.universityworldnews.com/post.php?story=20241003144700992&utm_source=newsletter&utm_medium=email&utm_campaign=GLNL0803
Digital literacy
The development of new cutting-edge digital technologies (i.e. nanotechnology, extended/virtual reality, genetic engineering, robotics, AI and quantum computing, etc.) will continue to open new options in technological advancements, such as human augmentation, brain-computer interfaces, bio-printing, synthetic biology, bio-electronics, smart implants and regenerative medicine.
These new digital technologies are advancing faster than people can adequately accommodate them into everyday lives: thus, digital literacy has become one of the most critical competencies for both students and teachers.
Digital skills are among the most sought-after competencies in future employment. In this respect, digital illiteracy becomes a key determinant of employability and becomes a significant concern among students.
Digital literacy involves several kinds of knowledge and competence, including finding, selecting, creating and distributing content using emerging digital technologies. In modern times, digital literacy has become a fundamental means of preparing students for a future in which technological know-how will become as critical as subject-specific expertise and vital for future job performance.
Digital literacy is more than technical proficiency; it becomes a way of “creating awareness” in social life’s participation and facilitating formation of responsible citizens. The digital literacy is becoming vitally important for enhanced critical thinking, heightened global awareness, improved communication skills and better employment prospects.
Digitally literate students are better equipped for self-directed learning, have improved academic research capabilities and are able to collaborate in a more interdisciplinary and international manner. As researchers confirm, “digital literacy bridges the digital divide by making it easier for students to adapt to changes in constantly changing work environments”.
References and citations from: https://www.universityworldnews.com/post.php?story=20240925133125435&utm_source=newsletter&utm_medium=email&utm_campaign=GLNL0803