Study by Wittenborg Researchers Discusses Impact of AI in Higher Education

13.12.2024

Research by Hind Albasry, Rauf Abdul and Dadi Chen Sheds Light on Opportunities and Challenges Posed by New Technologies

The emergence of Artificial Intelligence (AI) technologies has significantly impacted many sectors including higher education by enabling machines to mimic human behaviour. To discuss these changes, Wittenborg assistant professor Hind Albasry presented the institution's research on the technical integration of AI in higher education at the school’s Annual Globalisation Conference, held on 15 August in Apeldoorn. The work is co-authored by Wittenborg’s Head of the School of Business Rauf Abdul and Deputy Head of the School of Business Dadi Chen.

The study underlines that the most important human behaviours that can be simulated by AI are pattern recognition, language understanding, learning, adaptation, problem solving, decision making and perception. These capabilities can enhance productivity, improve decision making processes and drive innovation and creativity in all fields, including education. Moreover, the research highlights that AI can be based on different technologies that serve different purposes such as Machine Learning (ML) algorithms, Natural Language Processing (NLP) and Data Analytics.

To better understand the use of AI in higher education, the researchers conducted a systematic literature review of works published in the last four years, dividing the works into groups.

The main group of authors analysed argues that AI technologies are revolutionising the educational landscape by providing personalised learning experiences and facilitating learner-teacher interaction. In this sense, AI can predict academic success by using different systems such as intelligent tutoring systems, virtual learning assistants and personalised learning.

The other group highlights that AI-based platforms provide insights into student performance and behaviour, support adaptive learning styles and enable the detection of academic misconduct, such as plagiarism.

The paper delves further into the literature, shedding light on the uses of Artificial Intelligence explored by scholars.

Despite this wide range of possibilities, Albasry, Abdul and Chen point out that multiple challenges are inherent in the implementation of AI technologies. These include the need for education professionals to have technical expertise in AI, machine learning (ML) and educational psychology. There are also ethical aspects that must be considered, including the privacy of student data and the biases of algorithms. Additionally, the guidance and personal contact provided by human teachers are crucial to motivate the students and provide support to them.

In Albasry’s view, the integration of AI into higher education represents a transformative shift that holds immense potential to revolutionise how we approach teaching and learning.

“By harnessing AI technologies, educational institutions can offer more tailored and effective learning experiences, catering to the diverse needs of students. However, it is crucial to approach this integration thoughtfully, considering the ethical implications and ensuring that AI is used to complement rather than replace the human elements of education. As we advance, the challenge will be to balance innovation with inclusivity, ensuring that AI-driven education is accessible and equitable for all,” she concludes.

The authors are currently developing the next version of this work for submission to a peer-reviewed journal.