University teachers' perceptions of responsibility and artificial intelligence in higher education - An experimental philosophical study

In the citing paper

“Additionally, teachers have expressed concerns about fairness, accountability, and a lack of institutional support or resources for integrating GAI into teaching. 4”

In the citing paper

“An experimental philosophical study (McGrath et al., 2023) of university teachers' perceptions of responsibility and AI in higher education found a broad consensus among participants that universities should provide AI educational tools, especially to support first-generation students and those with learning disabilities, reflecting a commitment to equity and fairness, as argued by Prinsloo and Sl”

In the citing paper

“This study found that ChatGPT and other AI tools can help students produce more grammatically correct and fluent texts, which is in line with previous research [9, 17].”

In the citing paper

“In particular, Mcgrath et al. (2023) found that Swedish university teachers consider that higher education institutions have a responsibility to use AI educational technologies to support students, especially those from disadvantaged groups such as students with a learning disability.”

In the citing paper

“The study also highlighted the difficulty of adopting AI-based technologies due to a lack of resources and time (McGrath et al., 2023).”

In the citing paper

“On the one hand, it supports the argument made by McGrath et al. (2023) that universities have a responsibility to adopt AI tools.”

In the citing paper

“of which ChatGPT is the most known (Mah & Groß, 2024; McGrath et al., 2023; Rajabi et al., 2024).”

In the citing paper

“Research suggests there are similarities across institutions regarding limited awareness of AI and access to GenAI tools”

In the citing paper

“Finally, there have been instances of students without any learning disabilities that state that the use of assistive technology constitutes an unfair advantage for students with disabilities and hinders the educational process [54].”

In the citing paper

“Finally, the literature also focuses on the issue of promoting ethical and responsible methods of integrating these assistive tools, so that they can effectively and appropriately complement every part of the learning experiences for the students [54].”

In the citing paper

“As emphasised in the literature [50,54], platforms developed with the assistance of AI have enabled teachers and educators to tailor their content and educational material to the specific needs and preferences of students with disabilities, promoting the fostering of personalised instruction.”

In the citing paper

“There seems to exist a significant difficulty in efficiently incorporating AI and VR technologies in teaching processes [54]”

In the citing paper

“which can be explained both through the inadequate training teachers have received when it comes to the utilisation of new technologies [50,54], as well as through the teachers' own doubts and fears surrounding the use of assistive technologies in their classes, and the subsequent impact they would have in their work [54].”