During this event presents contributions to a forthcoming special issue for Studies in Higher Education journal, co-edited by Christine O'Dea and Marios Kremantzis, which focuses on the potential implications of AI text generators on the future of higher education with respect to learning and teaching and scholarly research and publications. The event provides an opportunity for the special issue contributors to share their research ideas and to discuss their proposed papers with other researchers, educators and practitioners who are interested in conducting research in AIED and technology adoption in higher education to share and exchange research ideas.

In recent months AI text generators, notably chatGPT, have quickly become the centre of discussion in the higher education sector concerning issues such as academic integrity, ethical impact, delivery of tutorials, and assessment strategies. As with other disruptive technologies (e.g., Big Data, 3D printing), there are conflicting views towards AI text generators. Many scholars consider them as a major threat to academic integrity and believe that students should be banned from using them. Some believe that this type of chatbot can be a valuable asset to enhance learning, particularly in supporting students to improve their academic writing and critical thinking skills. In addition, early-stage research has been conducted about the impact of ChatGPT on conducting and publishing scholarly research. Before we further explore these views, it is important to firstly understand what an AI text generator is and its key features and functions.

Even though there have already been a large number of social media posts and newspaper articles discussing opportunities and concerns regarding ChatGPT in the context of higher education, and many educational practitioners and researchers have tested the software informally, there is a lack of empirical research in this area. The papers that would be selected for this special issue will be intended to help the readers of Studies in Higher Education and the SRHE community develop a broad understanding on how academic researchers and universities in different countries are responding to the challenges and opportunities presented by AI text generators.

Christine and Marios will provide a brief introduction to the full special issue, after which a range of the contributing authors will present and discuss their work. There will also be time for Q&A with attendees. Specific contributions which will be presented are outlined in the following schedule, and full author details are provided below: 

ChatGPT in a changing higher education landscape: The leadership of artificial intelligence-informed teaching practice
Presented by: Michael Cowling, Central Queensland University, Australia
Co-authors: Kelly-Ann Allen, Monash University, Australia; Joseph Crawford, The University of Tasmania, Australia

Examining views of ChatGPT from faculty and students at a Canadian University
Presented by: Victoria Chen, University of Guelph-Humber, Canadian

How should Higher Education Capture the Transformative Potential of Generative AI: Perspectives of Practitioners
Presented by: Stephanie Swartz, Hochschule Mainz: University of Applied Sciences, Germany; Carolin Fleischmann, Rosenheim Technical University of Applied Sciences, Germany; Jeanette Heidewald, Indiana University in Bloomington, US
Co-authors: Minna Logemann, The City University of New York, US; Peter Cardon, University of South California, US; Jolanta Aritz, University of South California, US

Moving from Competition to Coexistence: The integration of student agency with Artificial Intelligence
Presented by: Anthony Devine, University of Glasgow, UK
Co-authors: Nicola Birkin, University of Glasgow, UK; Chrysostomos Apostolidis, University of Durham, UK; Abdul Jabbar, University of Leicester, UK

How will academic institutions and students adapt to the use of language models in the future?
Presented by: Tribi Budhathoki, University of Huddersfield, UK; Araz Zirar, University of Huddersfield, UK
Co-author: Eric Tchouamou Njoya, University of Huddersfield, UK

The Role of ChatGPT in Shaping Teaching and Learning Experience: A Qualitative Study in Two Chinese Universities
Presented by: Yunying Yang, South China Normal University and Miaoyan Yang, Xiamen University
Co-authors: Jinwen Luo, UCLA and Zhenjie Yuan, Guangzhou University

Investigation on ChatGPT in education, especially regarding assessment from the tutor's perspective
Presented by: Marios Kremantzis, University of Bristol, UK; Xianghan O’Dea, University of Huddersfield, UK, and Aniekan Essien, University of Bristol, UK