From the Unexpected Encounter with Artificial Intelligence in the University classroom to Deep Thinking about its Increasing Presence in Higher Education

Document Type : research article

Author

Department of Educational Sciences, Faculty of Literature and Humanities, Malayer University, Malayer, Iran

Abstract

Aim: This article examines the unforeseen impacts of artificial intelligence within academic settings, analyzing the complex issues arising from its growing and thought-provoking presence at both micro (classroom) and macro (higher education planning and policy) levels.
Methodology: The approach of this study is qualitative, utilizing an autobiographical method that moves beyond surface-level reporting toward interpretative phenomenology. Autobiography, with its focus on the researcher’s personal experience (unexpected encounter with AI in the classroom), enables a more precise analysis of this experience.
Results: The findings indicate that students lack sufficient familiarity with the ethical dimensions of AI use. Lesson plans do not address AI, and there is no specific program for evaluating student assignments using this technology. Additionally, higher-level educational policies have not been updated to accommodate the infiltration and expansion of AI within curricula, and many of these policies remain limited in scope. Given the current situation, inequalities stemming from the use of this technology are on the rise.
Conclusions and suggestions: This study addresses the lack of awareness regarding the applications and ethical dimensions of artificial intelligence, as well as the absence of educational infrastructure and up-to-date curricula related to this field within universities. In this regard, it is recommended that universities revise their curricula and develop appropriate educational resources for both instructors and students. Additionally, essential improvements to infrastructure and policies should be prioritized to optimize the effective utilization of this technology.
Innovation and originality: This article, employing a novel approach, seeks to bridge the gap between classroom settings and the fields of educational policy and planning. The innovation of this study aims to raise awareness among policymakers about the rapid spread of artificial intelligence across the country and encourages them to adopt proactive and forward-thinking policies in this regard.

 

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Main Subjects

References

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Journal of Educational Planning Studies
Volume 13, Issue 25
September 2024
Pages 92-111

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History

  • Receive Date: 07 June 2024
  • Revise Date: 30 June 2024
  • Accept Date: 23 August 2024

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