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Artificial intelligence in education (AIEd) is a fast-growing field of research. In previous work, we described efforts to explore the possible futures of AIEd by identifying key variables and their future prospects. This paper re-examines our discussions on the governance of data and the role of students and teachers by considering the implications of (1) a recent case related to the General Data Protection Regulation (GDPR) and (2) the release of ChatGPT, a generative AI model capable to producing 'human-like' text. These events raise questions for the future of AIEd and the underlying function of assessment, and highlight the importance of active student participation in the integration of AI in education. [This article has been presented in the 5th International Open & Distance Learning Conference-IODL 2022.]

From personalized advertising to economic forecasting, artificial intelligence (AI) is becoming an increasingly important element of our daily lives. These advancements raise concerns regarding the transhumanist perspective and associated discussions in the context of technology-human interaction, as well as the influence of artificial intelligence (AI) on education and critical pedagogy. In this regard, the purpose of this research paper was to investigate the intersection of AI and critical pedagogy by critically assessing the potential of AI to promote or hamper critical pedagogical practices in the context of transhumanism. The article provides an overview of the concepts of transhumanism, artificial intelligence, and critical pedagogy. In order to seek answers to research questions, qualitative research design was adopted, and GPT-3 was used as a data collection resource. Noteworthy findings include the similarity of the dialogue with the GPT-3 davinci model to a conversation between two human beings, as well as its difficulty in understanding some of the questions presented from a critical pedagogy perspective. GPT-3 draws attention to the importance of the relationship between humans in education and emphasizes that AI applications can be an opportunity to ensure equality in education. The research provides suggestions indicating the relationship between AI applications and critical pedagogy.

This paper reflects on an educator's perceived experiences and observations on the complex process of 'passage' when students transitioning from high school into their first-year of post-secondary education often struggle to adapt to academic writing standards. It relies on literature to further explore such a process. Written communication has become increasingly popular in formal academic and professional settings, stressing the need for effective formal writing skills. The development of online tools for aiding writing is not a new concept, but a new software development known as ChatGPT, may add to the many challenges academic writing has faced over the years. This paper reflects on the students' struggles as they navigate different courses seeking to adapt their writing skills to formal and structured written academic requirements. The COVID-19 pandemic forced many recent high school students into virtual education, uncertain of its effectiveness in developing the writing skills high school graduates require in academia. Many unknowns exist in using ChatGPT in academic contexts, especially in writing. ChatGPT can generate texts independently, raising concerns about plagiarism and its impact on students' critical thinking and writing skills. This paper hopes to contribute to pedagogical discussions on the current challenges surrounding the use of artificial intelligence technology and how better to support beginner writers in academia.

This paper explores the transformative potential of Large Language Models Artificial Intelligence (LLM AI) in educational contexts, particularly focusing on the innovative practice of prompt engineering. Prompt engineering, characterized by three essential components of content knowledge, critical thinking, and iterative design, emerges as a key mechanism to access the transformative capabilities of LLM AI in the learning process. This paper charts the evolving trajectory of LLM AI as a tool poised to reshape educational practices and assumptions. In particular, this paper breaks down the potential of prompt engineering practices to enhance learning by fostering personalized, engaging, and equitable educational experiences. The paper underscores how the natural language capabilities of LLM AI tools can help students and educators transition from passive recipients to active co-creators of their learning experiences. Critical thinking skills, particularly information literacy, media literacy, and digital citizenship, are identified as crucial for using LLM AI tools effectively and responsibly. Looking forward, the paper advocates for continued research to validate the benefits of prompt engineering practices across diverse learning contexts while simultaneously promoting potential defects, biases, and ethical concerns related to LLM AI use in education. It calls upon practitioners to explore and train educational stakeholders in best practices around prompt engineering for LLM AI, fostering progress towards a more engaging and equitable educational future.

The abrupt emergence and rapid advancement of generative artificial intelligence (AI) technologies, transitioning from research labs to potentially all aspects of social life, has brought a profound impact on education, science, arts, journalism, and every facet of human life and communication. The purpose of this paper is to recapitulate the use of AI in education and examine potential opportunities and challenges of employing generative AI for educational assessment, with systems thinking in mind. Following a review of the opportunities and challenges, we discuss key issues and dilemmas associated with using generative AI for assessment and for education in general. We hope that the opportunities, challenges, and issues discussed in this paper could serve as a foundation for educators to harness the power of AI within the digital learning ecosystem.

The use of artificial intelligence in academia is a hot topic in the education field. ChatGPT is an AI tool that offers a range of benefits, including increased student engagement, collaboration, and accessibility. However, is also raises concerns regarding academic honesty and plagiarism. This paper examines the opportunities and challenges of using ChatGPT in higher education, and discusses the potential risks and rewards of these tools. The paper also considers the difficulties of detecting and preventing academic dishonesty, and suggests strategies that universities can adopt to ensure ethical and responsible use of these tools. These strategies include developing policies and procedures, providing training and support, and using various methods to detect and prevent cheating. The paper concludes that while the use of AI in higher education presents both opportunities and challenges, universities can effectively address these concerns by taking a proactive and ethical approach to the use of these tools.