Preparing to Revolutionize Education with the Multi-Model GenAI Tool Google Gemini? A Journey Towards Effective Policy Making
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The integration of Generative AI (GenAI) in Education presents immense potential for reshaping learning experiences and empowering students and educators. However, harnessing this potential requires collective action and responsible decision- making to ensure the effective and ethical use of AI technologies. This paper presents a series of recommendations and proposals aimed at effectively integrating GenAI in the higher education sector, catering to the perspectives of government, AI developers, students, educators, universities, schools, and researchers. By exploring diverse viewpoints about ChatGPT and future Google Gemini, this research aims to create a comprehensive recommendation guiding regulatory measures that address challenges, ethical considerations, and best practices of GenAI integration. Through a holistic approach, researchers believe that policymakers can foster a transformative and ethical environment, leveraging the full potential of generative AI while safeguarding students' well-being and academic integrity.
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Existing policies vary widely, with some institutions enthusiastically adopting GenAI technologies and integrating GenAI literacy into their curricula, while others are more cautious, focusing on potential risks and ethical dilemmas.
“Existing policies vary widely, with some institutions enthusiastically adopting GenAI technologies and integrating GenAI literacy into their curricula. In contrast, others are more cautious, focusing on the potential risks and ethical dilemmas.”
From Generative AI in Higher Education: Balancing Innovation and Integrity (2025) · cites this paper as Perera and Lankathilake [53]
The “Curriculum Inclusion of AI” and “Ethical Principles and Guidelines” sections recommend curricular integration and attention to risks and ethics. The “Learning from International and Domestic Practices” section acknowledges different policy responses, but these passages do not establish that existing institutions divide into the enthusiastic and cautious groups described, or that some have already integrated GenAI literacy into their curricula. No page numbers are available in our copy. (LLM, conf=0.83)
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- Authors
- Perera, P., & Lankathilake, M.
- Affiliations
- Central Queensland University (AU)
- Venue
- Journal of Advances in Education and Philosophy
- Publisher
- SASPR Edu International Pvt. Ltd
- Published
- 2023-08-09
- Volume
- 7
- Issue
- 08
- Pages
- 246-253
- ISSN
- 2523-2223 (ISSN-L)
- 2523-2665
- OpenAlex
- W4385719938
- Cited by
- 66
- References
- 0
- Citations by year
- 2026: 11 · 2025: 25 · 2024: 28 · 2023: 2
- FWCI
- 15.46
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Journal of Advances in Education and Philosophy (publishedVersion)
- Figshare (submittedVersion, cc-by-nc)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Social Sciences › Safety Research › Ethics and Social Impacts of AI
- Keywords
- generative AI in education, Google Gemini, ChatGPT, higher education, AI policy, AI regulation, ethical use of AI, academic integrity, student well-being, stakeholder perspectives
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