Issue link: https://maltatoday.uberflip.com/i/1505544
IMAGINE a world where a technology like Generative Ar- tificial Intelligence (AI), such as ChatGPT, has the power to cre- ate everything from text to imag- es and even music. This revolu- tionary force is sweeping across sectors, changing how we create and consume content. Howev- er, this technology presents im- mense opportunities with signif- icant ethical, legal, and societal challenges. One of the sectors heavily hit by this wave of AI is, without a doubt, education. In response to these challenges, UK universities have pioneered guiding principles for the ethical use of AI in education. These Universities found themselves standing at a cross- roads. The power of Generative AI to create new, original con- tent was a game-changer, open- ing up possibilities across fields from art and design to health- care and accountancy. But it al- so presented many ethical and legal challenges that needed to be addressed. In this sector, gen- erative AI is revolutionizing re- search methodologies and ped- agogical approaches, opening new avenues for exploration and discovery. Many of these univer- sities are caught in a conundrum. They boast of being leaders in AI research and development. Many of these have significantly contributed to the advancement of generative AI itself, shaping the direction of the field and set- ting the stage for future results. So how can they stop their stu- dents from using it? But the rise of these powerful technologies has sparked a wave of concerns around data privacy, intellectual property rights, and potential misuse. The need for guidelines to govern such tech- nologies has never been more evident. Recognizing this need, 24 universities, including the University of Oxford, the Uni- versity of Cambridge, the Lon- don School of Economics, and Imperial College London, took the initiative to establish guiding principles for the use of genera- tive AI in academia. Born out of necessity, these principles offer more than just guidelines. They provide a com- prehensive roadmap for genera- tive AI's ethical and responsible use in education. Crafted by a diverse group of academics, re- searchers, ethicists, and legal experts, they aim to tackle the challenges head-on and shape the future of AI in education. The Five Pillars of Ethical AI in Education tackle: • AI Literacy: The universi- ties will support students and staff to become AI-lit- erate, understanding the opportunities, limitations, and ethical issues associ- ated with generative AI tools. This includes priva- cy and data considerations, potential for bias, inaccu- racy and misinterpreta- tion of information, ethics codes, plagiarism, and ex- ploitation. • Staff Support: Staff will be equipped to support stu- dents using generative AI tools effectively and appro- priately in their learning experience. Universities will develop resources and training opportunities so that staff can provide stu- dents with clear guidance on using generative AI to support their learning, as- signments, and research. • Adaptation of Teaching and Assessment: Univer- sities will adapt teaching and assessment methods to incorporate the ethical use of generative AI and support equal access. They will continually update and enhance their pedago- gies and assessment meth- ods in response to new research, technological developments, and work- force needs. • Upholding Academic Rig- our and Integrity: Univer- sities will uphold academic rigour and integrity. All partnering universities have reviewed their edu- cational conduct policies and guidance to reflect the emergence of generative AI. These policies make it clear to students and staff that using generative AI alone is inappropriate. The institutions are there to support them in making informed decisions, em- power them to use these tools appropriately, and acknowledge their use where necessary. • Collaboration and Best Practice Sharing: Universi- ties will cooperate to share best practices as the tech- nology and its application in education evolves. This will require collaboration among universities, stu- dents, schools, colleges, employers, and profes- sional bodies, with the on- going review and evalua- tion of policies, principles and their practical imple- mentation. These guiding principles are set to do more than just influ- ence the use of generative AI in UK universities. They aim to serve as a compass for research- ers, guiding them towards the responsible use of the technol- ogy. With these principles, eth- ical considerations will be at the forefront of all AI-related activi- ties, ensuring a future where AI is used responsibly and ethically. The principles will also provide a benchmark for ethical AI use, fostering a culture of responsi- bility and integrity for students. The academic community has given a standing ovation to the university's initiative. Experts from across the globe have laud- ed their foresight and leadership in tackling these issues head-on, setting a benchmark for others to follow. However, some have also emphasized the need for ongoing dialogue and review to ensure that the principles re- main relevant and responsive to the evolving landscape of AI technology. With these guiding principles as their North Star, UK univer- sities are charting a promising course for the future of genera- tive AI. While challenges undoubtedly remain, these ethical guidelines provide a solid foundation for the responsible use of AI, illumi- nating the path towards a future where AI is used responsibly and ethically. As UK universi- ties continue to innovate and push the boundaries of what is possible with AI, the guiding principles will serve as a beacon, illuminating the path towards a future where AI is used respon- sibly and ethically. Prof. Alexiei Dingli Department of Artifical Intelligence, University of Malta 12 maltatoday | SUNDAY • 13 AUGUST 2023 OPINION UK universities making sure AI doesn't skip ethics class OPINION Alexiei Dingli Some experts believe rather than being a threat to education, artificial intelligence could improve children's learning experience and educational outcomes