Artificial Intelligence in Higher Education: Challenges and Opportunities’

Article


Akinwalere, S. and Ivanov, V. 2022. Artificial Intelligence in Higher Education: Challenges and Opportunities’ . Border Crossing. 12 (1), pp. 1-15. https://doi.org/10.33182/bc.v12i1.2015
AuthorsAkinwalere, S. and Ivanov, V.
Abstract

According to various international reports, Artificial Intelligence in Education (AIEd) is one of the emerging fields in education technology. Whilst it has been around for about thirty years, educators remain unclear as to how to take full pedagogical advantage of AI on a broader scale and how it could actually have a meaningful impact on teaching and learning in higher education. This paper aims to evaluate Artificial Intelligence within Higher Education, focussing on the opportunities and challenges it presents. It also investigates the educational implications of emerging technologies on the way students learn and how institutions teach and evolve. The paper gathers some examples of the introduction of AI in education in a bid to establish equitable, quality education for all. Firstly, the paper analyses how AI can be used to improve learning outcomes, presenting examples of how AI technology can help education systems use data to improve equity and quality in Higher Education. The paper also addresses the benefits and challenges of introducing AI in educational settings, as well as the potential risks of such an endeavour. Finally, we put forward some recommendations for AI in education, with a focus on establishing discussions around the uses, possibilities and risks of AI in education for sustainable development.

KeywordsArtificial Intelligence; Higher Education
JournalBorder Crossing
Journal citation12 (1), pp. 1-15
ISSN2046-4444
Year2022
PublisherTransnational Press London
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Anyone
Digital Object Identifier (DOI)https://doi.org/10.33182/bc.v12i1.2015
Web address (URL)https://bordercrossing.uk/bc/article/view/2015
Publication dates
Online06 Feb 2022
Publication process dates
Deposited20 Dec 2023
Copyright holder© 2022, The Authors
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