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Overview:

Generative AI is transforming higher education in a range of subtle and not so subtle ways. There are some AI systems that seem to support inclusion, for example, Grammarly but there is evidence that AI also has more deleterious effects on the development of inclusive approaches to education.

This roundtable series is an opportunity to explore the experiences and emerging research specifically in relation to AI and inclusion. This series will take a broad view of inclusion covering both protected characteristics and the wider panoply of issues identified in institutional EORRs. We aims to develop shared understanding of the potential and limitations of AI in terms of developing inclusivity in education (at pedagogical and curricula levels).

Abstract:

AI, as all technology, is two sided: great potential, possible danger. It is Frankenstein's creation for our generation. AI allows students with anxiety, neurodiverse students, students who are limited in their language skills, to access information, to engage in discussions, to process their thoughts, in ways that were unthinkable when I was a student. There is great potential for inclusion through AI. At the same time AI can displace the human. There are already many discussions about this in regard to assessment. However, the discussion has been misled to ‘how can we make exams AI proof’. I think the focus is wrong. Exams are just a symptom of the deeper problem: education has moved away from human connection. Deep learning requires mentorship, connection, vulnerability. This requires time. It requires investment by HE organisations on the quality of teaching, rather than the number of seats. For certain neurodiverse students, for example, a classroom of 30 fidgeting colleagues with blinking, buzzing lights, is torture, rather than a place of learning. For students with anxiety, being asked to face a class of 30 unknowns is impossible. For a member of minority groups, having no space to share their perspective means silence. My argument is that education needs to move to the human: creativity, connection, play, if it is to survive AI and use it for inclusion. The mass industrialisation of education moved us away from these human needs, and the challenge of AI is now forcing us to face up to this problem and seek its solution. 

Speaker bio

Dr Karem Roitman is an Associate Lecturer on political philosophy and international development at the Open University. Her research focuses on educational equity, social inclusion, and civic development, with particular emphasis on neurodivergent learners, women, and indigenous communities. She is the lead author of Oxford International Curriculum's 'Global Skills' project-based curriculum, now implemented in over 100 schools globally. Her new book "Seeking the Perfect World" (Routledge, 2024) introduces young adults to political and moral philosophy through exploration of global challenges. Born in Quito, Ecuador, she has researched and trained educators across Latin America, Asia, and Africa, including projects on gender budgeting in Ecuador and health insurance accessibility in India. Karem holds a DPhil in International Development from Oxford University and has published on mestizaje, migration, and adult education. She founded and directs Thinkers Meet Up Ltd., a virtual learning community serving gifted and 2e young people, as well as offering civic discussion workshops for adults.