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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:

We all like a shortcut: improved efficiency, less effort and sometimes increased effectiveness. AI offers a series of new ‘shortcuts’ for students both in relation to their studies but also for their future careers. We would be unwise, as well as unable, to resist the changing technological landscape, but we can (and should) look to mould it to our collective advantage.

Drawing on previous work, I start this presentation by briefly explore a new account of ‘graduateness’ in terms of the use of AI tools. In doing so, I am seeking to articulate the particular form of life of the graduate, one which is inclusively framed. In the second part of the presentation, I discuss how AI systems can increase inclusion into this form of life, and the dangers that it might pose to some.

In conclusion, I offer some principles as to how AI can be shaped and moulded to support the achievement of this renewed account of graduateness.

Speaker bio

Richard Davies is programme leader for the MA in Education at the University of Hertfordshire. He is a co-convenor of the Academic Practice Network at SRHE and an Executive Officer of the Philosophy of Education Society of Great Britain, where he also convenors an AI interest group. His research interests include a range of philosophical issues related to higher education.