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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:

The use of generative AI is fast spreading across all levels of education globally. Developments and issues around ‘AI and inclusion’ therefore is not only experienced by higher education but also by all education fields from early years to adult education (Unicef, 2018). In the UK, the government’s vision is for “everyone to be able to live confidently with AI” in future AI-driven world (Office for AI, 2021). This means that AI is no longer a specialist topic for secondary+ education. This recognition of the impact AI has/will have on people’s everyday lives, education and work has underpinned a number of research and education programmes that are underpinned by the principles of equity, inclusion and human rights (e.g. Scottish Children’s Parliament et al 2024; Mahomed et al 2023).

The literacies approach to AI in education enable learners, educators, AI developers and policy makers to recognise the multi-layered and multi-faceted nature of learners’ and educators’ experiences with AI, and how these experiences interact to shape learners’ and educators’ values, attitudes towards and practices of AI in educational settings (Ghallab, 2019; Long and Magerko, 2020). While focusing on the unique features of AI technologies, literacies approach places AI in a wider technology landscape thus enables learners and educators to consider the use and impact of AI from a more holistic point of view. The literacies approach is also educational, which means learners and educators are positioned as practitioners of using AI rather than consumers of AI technologies.  In this presentation, I will focus on what we/HE can learn from recent developments on AI, AI literacies and inclusion in other education fields/sectors. I will draw on empirical and theoretical evidence on how literacies (including AI literacy) approach addresses AI in education to argue that inclusive educational practices involving AI need to go beyond technical solutions.

References:

Children’s Parliament. (2024) Exploring Children’s Rights and AI, Stage 2 Report. Children’s Parliament. Online: https://www.childrensparliament.org.uk/our-work/exploring-childrens-rights-and-ai/. 

Ghallab, M. (2019) Responsible AI: requirements and challenges. AI Perspectives, 1(1), 1-7.

Long, D. and Magerko, B (2020) What is AI Literacy? Competencies and Design Considerations. CHI’20: Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, pp 1-16. https://doi.org/10.1145/3313831.33767

Mahomed, S., Aitken, M., Atabey, A., Wong, J. and Briggs, M. (2023) AI, Children’s Rights, & Wellbeing: Transnational Frameworks. The Alan Turning Institute. Online. https://www.turing.ac.uk/sites/default/files/2023-12/ai-childrens_rights-_wellbeing-transnational_frameworks_report.pdf.

Office of AI. (2021). UK AI Council AI Roadmap. Department for Science, Innovation and Technology. Online: https://www.gov.uk/government/publications/ai-roadmap.

UNICEF. (2018) Generation AI. UNICEF. Online: https://www.unicef.org/innovation/GenerationAI.

Speaker bio

Vanessa Cui is a Senior Research Fellow at Birmingham City University Centre for the Study of Practice and Culture in Education (CSPACE). She is an experienced practitioner education researcher with research interests and expertise on collaborations in education practices and research and policy-practice interactions. Vanessa is currently leading a British Council International Science Partnership Fund funded project with educators and researchers in Vietnam on inclusive use of AI across secondary schools in Vietnam investigating the needs of educators and schools across urban and rural areas.

Louise Wheatcroft is a Senior Lecturer in ITE at Birmingham City University. In her research, Louise draws upon her experiences as a primary teacher and teacher educator to further research literacy and digital literacies in school and teacher education practices. Her PhD explored the digital literacy projects and practices of student teachers when navigating complex spaces in primary literacy classrooms. Louise has worked as a co-investigator on a number of international education research projects including the impact of Covid on schools, communities and pupils and teachers’ digital and AI practices in Vietnam.