Editorial
The landscape of education and…
1. Molenaar, I. (2022). Towards hybrid human-AI learning technologies. European Journal of Education, 57(4), 632–645.
https://doi.org/10.1111/ejed.12527
Education is a unique area for application of artificial intelligence (AI). In this article, the augmentation perspective and the concept of hybrid intelligence are introduced to frame our thinking about AI in education. The involvement of quadruple helix stakeholders (i.e., researchers, education professionals, entrepreneurs, and policymakers) is necessary to understand the opportunities and challenges of different educational use cases from an integrated point of view. To facilitate a meaningful dialogue, a common language about AI in education is needed. This article outlines elements of such a common language. The detect-diagnose-act framework is used to describe the core functions of AI in education. The six levels of automation model is introduced to develop our thinking about the roles of AI, learners, and teachers in educational arrangements. In this model, the transition of control between teacher and technology is articulated at different levels and related to the augmentation perspective. Finally, the future of AI in education is discussed using self-regulated learning as an example. The proposed common language will help to support coordinated development of an interdisciplinary dialogue between quadruple helix stakeholders to strengthen meaningful application of AI for learning and teaching.
Highlight: Readers may find Fig 1 a useful way of thinking about the level of control between teacher, learner and technology.
2. Yusuf, A., Pervin, N. & Román-González, M. Generative AI and the future of higher education: a threat to academic integrity or reformation?
Evidence from multicultural perspectives. Int J Educ Technol High Educ 21, 21 (2024). https://doi.org/10.1186/s41239-024-00453-6
In recent years, higher education (HE) globally has witnessed extensive adoption of technology, particularly in teaching and research. The emergence of generative Artificial Intelligence (GenAI) further accelerates this trend. However, the increasing sophistication of GenAI tools has raised concerns about their potential to automate teaching and research processes. Despite widespread research on GenAI in various fields, there is a lack of multicultural perspectives on its impact and concerns in HE. This study addresses this gap by examining the usage, benefits, and concerns of GenAI in higher education from a multicultural standpoint. We employed an online survey that collected responses from 1217 participants across 76 countries, encompassing a broad range of gender categories, academic disciplines, geographical locations, and cultural orientations. Our findings revealed a high level of awareness and familiarity with GenAI tools among respondents. A significant portion had prior experience and expressed the intention to continue using these tools, primarily for information retrieval and text paraphrasing. The study emphasizes the importance of GenAI integration in higher education, highlighting both its potential benefits and concerns. Notably, there is a strong correlation between cultural dimensions and respondents’ views on the benefits and concerns related to GenAI, including its potential as academic dishonesty and the need for ethical guidelines. We, therefore, argued that responsible use of GenAI tools can enhance learning processes, but addressing concerns may require robust policies that are responsive to cultural expectations. We discussed the findings and offered recommendations for researchers, educators, and policymakers, aiming to promote the ethical and effective integration of GenAI tools in higher education.
3. Garrote, A., Diener, M., Hepberger, B., Kuratli Geeler, S., Nesme, C., & Moser Opitz, E. (2024). Social behaviour, academic achievement,
Evidence from multicultural perspectives. Int J Educ Technol High Educ 21, 21 (2024). https://doi.org/10.1186/s41239-024-00453-6
In recent years, higher education (HE) globally has witnessed extensive adoption of technology, particularly in teaching and research. The emergence of generative Artificial Intelligence (GenAI) further accelerates this trend. However, the increasing sophistication of GenAI tools has raised concerns about their potential to automate teaching and research processes. Despite widespread research on GenAI in various fields, there is a lack of multicultural perspectives on its impact and concerns in HE. This study addresses this gap by examining the usage, benefits, and concerns of GenAI in higher education from a multicultural standpoint. We employed an online survey that collected responses from 1217 participants across 76 countries, encompassing a broad range of gender categories, academic disciplines, geographical locations, and cultural orientations. Our findings revealed a high level of awareness and familiarity with GenAI tools among respondents. A significant portion had prior experience and expressed the intention to continue using these tools, primarily for information retrieval and text paraphrasing. The study emphasizes the importance of GenAI integration in higher education, highlighting both its potential benefits and concerns. Notably, there is a strong correlation between cultural dimensions and respondents’ views on the benefits and concerns related to GenAI, including its potential as academic dishonesty and the need for ethical guidelines. We, therefore, argued that responsible use of GenAI tools can enhance learning processes, but addressing concerns may require robust policies that are responsive to cultural expectations. We discussed the findings and offered recommendations for researchers, educators, and policymakers, aiming to promote the ethical and effective integration of GenAI tools in higher education.
3. Garrote, A., Diener, M., Hepberger, B., Kuratli Geeler, S., Nesme, C., & Moser Opitz, E. (2024). Social behaviour, academic achievement,
language skills, and peer rejection in elementary school classes: the moderating role of teacher feedback. Educational Psychology, 44(5), 613–631. https://doi.org/10.1080/01443410.2024.2387544
AbstractThe study examines the influence of teacher feedback in the relationship between peer rejection and student level predictors of rejection. Feedback on academic performance and social behaviour recorded during a standardised lesson was analysed for each of 36 Grade 1–3 classes (N = 709). Student social behaviour, academic achievement, and language skills were assessed at the start of the school year. Peer rejection was assessed at both the beginning and end of the school year. Three types of feedback behaviour were identified: Teachers who gave most negative feedback on social behaviour, those who gave most positive feedback on academic performance, and those who gave less feedback, positive or negative. Results provide evidence for the moderating role of teacher behaviour in the relationship between student academic achievement and peer rejection. In classrooms with the highest proportion of positive feedback on academic performance, academic achievement predicted peer rejection and there was a decrease in peer rejection over an academic year.
A Spotlight on Standardisation/Moderation
There has been much hand-wringing, particularly in Singapore primary schools regarding removing double marking of examination scripts. The following 3 articles can perhaps shed some light on this issue.We begin with (a) an article on how Australian schools go about ensuring alignment among markers. The term “moderation” used in this paper is what is referred to as “standardisation” In Singapore (b) guiding principles and some practical advice (from p. 13) in addition to a more general discussion on grade integrity and standards (c).
(a) Klenowski, V., & Wyatt-Smith, C. (2018). Moderation and the use of standards. In Assessment for education: Standards, judgement \ and moderation (pp. 72-96). (https://doi.org/10.4135/9781526401878.n5)
In this chapter, the authors will define moderation and the use of standards and present the main purposes and processes involved. They explain the different modes and models of moderation and their use at the different levels of education, from early years through to higher education.They provide illustrative examples of systems and school-level moderation, to demonstrate how the processes of consistency, comparability, use of standards, evidence and exemplars come together in practice. In conclusion, we will discuss the potential of online moderation practice and the use of standards.
(b) Sadler, D. Royce(2009) ‘Grade integrity and the representation of academic achievement’, Studies in Higher Education, 34: 7, 807-826. https://doi.org/10.1080/03075070802706553
In this article, grade integrity is defined as to the extent to which each grade awarded, either at the conclusion of a course or module of study or for an extended response to an assessment task, is strictly commensurate with the quality, breadth and depth of a students’ performance. The three basic requirements for this aspiration to be realised are, in order: assessment evidence of a logically legitimate type; evidence of sufficient scope and soundness to allow for a strong inference to be drawn; and a grading principle that is theoretically appropriate for coding the level of a student’s performance. When further developed, the general approach outlined could produce positive side benefits, including ways of dealing with grade inflation.
(c)