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Impacts of AI on Higher Education

Student’s Name

Name of Institution

Course Name and Number

Instructor’s Name

Due Date
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Introduction

This article examines the future and how AI will impact college students and their

instructors. It should be acknowledged that AI has a considerable impact on the future of

academia. Higher learning has been a consequence of technological advancement. With the

growth of AI, there are new challenges and possibilities in education. The purpose of AI in

higher education is to change the core of institutions’ structure and management. With the

growth of AI, the nature of traditional university services has changed. This process

accelerates the whole operation through automation of operations in universities. Professors

can use the time they save from computerization more productively in areas such as lecture

preparation and student communication. The artificial intelligence also indicates defects in

the instruction given by the lecturer. Teaching chatbots can complement them perfectly in the

absence of human educators. AI has both bright and dark sides, but they are not mutually

isolated. Adopting AI in higher education institutions enhances learning. The learner is thus

helped by offering them a sample test, which eventually will enable them to overcome the

fear of falling short at every step. One of the negative outcomes is the loss of various

academic and technical posts in different institutions. In this paper, the researcher refers to

the existing literature to assess the implications of AI in higher education.

First Argument

Many other definitions of AI exist. Simply said, it is an automated system that can

reason, translate across dialects, diagnose illnesses, and do other cognitive tasks. Artificial

intelligence, or AI, is a technological program capable of completing activities

conventionally done by competent Homo sapiens. However, defining intelligence accurately

or exactly is rather challenging, and this definition relies heavily on defining what

intelligence is to aid with understanding AI. Artificial intelligence (AI) has become a

recognized scientific field because of its role in developing machines that perform as
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expected and streamline otherwise laborious tasks (De Freitas et a., 2016). There are now

three major varieties of AI in use today. They are a rational, factual, and knowledgeable way

of thinking. There is great hope that AI will revolutionize the way we do business. It has

altered how higher education institutions organize their administrative support staff. Many

universities now include AI in their curricula after its introduction.

AI has gradually become increasingly present in practically any area that involves

human beings. It has also affected classroom instruction. Classrooms are just as valuable as

ever, if not more so, now that AI has improved education in many ways. When it comes to

helping pupils, AI is already acting as a tutor and giving them the best service possible. It has

an intelligent teaching system to evaluate a student's learning preferences. It is also great

since students may get lessons tailored to their needs. Personalization has also represented

AI. Due to students' varying degrees of understanding and application of the lessons, it is

challenging for a human instructor to give individualized approaches to learning and satisfy

each student's needs (Aithal & Aithal, 2016). Because of its efficiency in adjusting to new

circumstances, artificial intelligence has great potential as a teaching tool, allowing teachers

to tailor their lessons to each student's unique needs. Intelligent technology has also improved

grading at universities. This is, by far, the most tedious part of a teacher's job. It is also quite

demanding on the instructor's time and energy. There are more worthwhile uses for teachers'

time than just teaching. Artificial intelligence has allowed robots to improve to the point

where they can accurately grade tests. Abstracts in the form of essays are also available to

students using AI.

Opposing Argument

The substantial enrollment of students in colleges and universities and the heightened

financial burden on higher learning establishments have increased the requirement for

intelligent systems. The growing enrollment of learners in higher learning institutions has
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posed challenges in properly handling the large class sizes (Maseleno et al., 2018). This

phenomenon has led to several open courses that do not need in-person attendance. These

open enrollment programs do not require any particular admission criteria or fees. Students

may register for online classes, allowing students worldwide to attend these educational

programs. Universities have experienced a significant increase in global enrolment due to

their unique attributes. However, with the considerable growth in student enrollment, a

challenge has emerged in effectively addressing the diverse needs of these students, who hail

from various nations. Consequently, teachers are now faced with accommodating multiple

time zones while offering lessons to these scholars (Roscoe et al., 2018).

The implementation of artificial intelligence (AI) was forced by the need to provide

adequate support to a large population of students, enabling them to attain desired results

through an agile educational experience. Various ethical inquiries about using and integrating

artificial intelligence revolve around the education domain and its associated principles. The

potential impact of artificial intelligence on educational ideals is a topic of much inquiry and

discussion. Specific ethical difficulties arise from the transfer of authority and the absence of

openness. A private entity is often responsible for the collection of data. The assessment of

charges about decisions must be conducted within the framework of sometimes opaque facts.

These corporations have a low responsibility in managing institutions (Diaz et al., 2015).

Transparency is a notable deficiency observed in most procedures involving artificial

intelligence applications within educational institutions. Artificial intelligence's complexity is

attributed to its internal processes' intricacies. The execution of these intricate operations is

beyond the capabilities of humans and can only be accomplished with the assistance of

computers. The presence of complicated processes inside the system has resulted in a

deficiency of transparency (Siau & Wang, 2018).

Discussion of the Arguments

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Artificial intelligence gains prominence in light of the necessity to forecast future

events. Given the absence of discernible indications, predicting the future remains elusive. By

utilizing the accessible materials, individuals might endeavor to replicate potential

occurrences. The utilization of artificial intelligence (AI) necessitates a constructive approach

due to its potential impact on the labor market and potential for polarization. However, it is

essential to acknowledge the numerous inherent benefits of AI, such as its capacity to

enhance skills and promote equitable chances (Al-Samarraie et al., 2018). Artificial

intelligence (AI) has been increasingly displacing human workers in several industries,

leading to a significant shift in the composition of policymakers inside institutions and

organizations. The potential for AI to change society is contingent upon its appropriate

application, much as how the transformative impact of electricity was only realized after the

development of essential components such as the light bulb and safe wiring. Given the

cognitive capabilities of AI, which encompass problem-solving, critical thinking, and

comprehension, it is imperative to explore the diverse applications of AI as a potent

educational tool in contemporary times.

The past context of computational intelligence may be categorized into three distinct

domains: logic-based, data-based, and knowledge-based approaches. Numerous philosophers,

researchers, and economists have offered commentary on the prospect of a forthcoming era in

which highly advanced artificial intelligence (AI) may supplant humans across various

domains within human existence. However, individuals' knowledge acquisition is contingent

upon their wants or requirements, which are intertwined with emotional elements. Artificial

intelligence (AI) is expected to have deficiencies in legislative and meta-cognitive skills. In

recent years, significant progress has been made in creating semiconductor chips utilized for

data storage in artificial intelligence. This advancement underscores the necessity for further

examination and assessment in this domain to ensure the sustainability of this industry. One
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potential approach to address this concern is the introduction of novel computing models, as

proposed by De Smet et al. (2016). The contemporary schooling system is crucial in instilling

competencies that drive individuals to engage in the economic domain. Consequently, it is

imperative to inquire about the potential reforms that artificial intelligence (AI) will bring in

reshaping worldwide educational statutes and job and career dynamics. These frameworks

also introduced a skill-biased and task-biased effect approach. Previous research has also

indicated that digital computerization has a skill-biased nature, whereby it operates without

requiring prior knowledge or formal education, relying instead on a narrow set of skills.

Higher education institutions can be subject to criticism for placing an additional strain

on professors, who are often tasked with mechanical duties that might be efficiently

performed by machines or computer-based programs (Robinson et al., 2016). Research has

indicated that the introduction of computerization and automation significantly impacts the

economic dimension of academic studies. In broad terms, it might be argued that preserving

past patterns in socio-economic transformations is not imperative. An econometric model is

advantageous and easily understandable as it facilitates the comprehension of current affairs

by considering historical data. Predicting future events can be simplified using recognized

artificial intelligence technologies, assuming no significant alterations occur. Nevertheless, it

may be argued that artificial intelligence has substantially transformed the prevailing

education system. One significant impact of the shift is the introduction of an initial

assessment for students, which serves as a valuable tool for identifying and comprehending

their areas of proficiency and areas needing improvement. Dyslexia, a prevalent condition

among kids, has historically received inadequate attention; nevertheless, recent advancements

in artificial intelligence have facilitated its early identification (Tongchai, 2016). Various

vital alterations have been implemented, akin to accumulating formative assessments. As a

result, the process of checking and storing homework has become more convenient while
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allowing for preserving its underlying attributes. It can currently be asserted that artificial

intelligence (AI) has both detrimental and beneficial effects on learning. Artificial

intelligence (AI) has gained significant prominence in policy discussions, prompting

institutions and agencies to consider its implementation. However, the lack of understanding

regarding the appropriate implementation procedures and associated drawbacks suggests that

this technology holds the potential for innovative solutions to longstanding issues (De Freitas

et al., 2015). There is a need for certain legislative reforms to increase artificial intelligence

(AI) and improve its accessibility. The benefits of artificial intelligence (AI) in higher

education institutions appear to surpass the drawbacks.

Approach to Addressing the Dangers of Using AI In Higher Education

The article has established that implementing AI has resulted in various new

worries that everyone should be aware of (Chan & Zhou, 2023). Fears in educational settings

revolve around what modifications AI may cause to formulate evaluations and curricula,

disparities and generality in using these innovations, the transformation of teachers' roles, and

the shortage of technological resources for developing countries (Pelletier et al., 2022). As a

result of these worries, AI regulations in schools are looking to tackle a variety of topics,

including literacy lessons to mitigate disparities in the utilization of computer innovations;

fundamental principles of conventional approaches to instruction and study, like teacher-

student and student-student interactions; diversity and fairness in the use of AI innovations;

personal growth of educators to improve their expertise and assist them in transforming their

roles; and training in light of the widespread need to ready the populace for the introduction

of AI technologies across fields, the responsibilities of literacy and skill development are

taking on new significance (Chan, 2023).

The absence of convincing proof of applying AI technology has led to policy on AI

within schools being primarily abstract and implicit while highlighting many concerns to be
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addressed in the educational fields (Chan, 2023). Legislators see schooling primarily as a

means to an end—the cultivation of a skilled workforce and the cultivation of AI specialists.

In contrast to the instrumental importance of education in bolstering AI-ready labor and

educating more AI specialists, discussions on the use of AI for educational purposes are

virtually missing from policy negotiations. If this pattern persists, governments may miss the

boat on the revolutionary potential of AI for instructional purposes and fail to adequately

finance, control nicely, and examine the ethical consequences of AI in the classroom (Chan,

2023). The available literature fails to focus on AI research and academic oversight

sufficiently, and the wider community has a shallow grasp of AI's policy consequences.

Integrity is reaffirmed as a tactically reasonable foundation for future discussions.

Objection to the Chosen Approach

Adopting UNESCO guidelines is a great way to improve the above-mentioned

recommendations. Human rights protection, acquiring the knowledge, attitudes, and skills

essential for a prosperous future, and productive human-machine collaboration in all aspects

of life and professions are all fundamental tenets of the UNESCO structure for AI in

academia (Chan, 2023). The regulatory structure emphasizes human oversight of AI and

ensures that it is used to enhance educators' and students' capacities. As a bonus, the

framework encourages developers of AI software to create programs that adhere to standards

of ethics, transparency, non-discrimination, and auditability (Chan, 2023). The following

suggestions are from UNESCO's Artificial Intelligence and Education: Guidance for

Policymakers paperwork.

The first suggestion addresses cross-disciplinary planning and multi-sectorial

leadership. This suggests that several industries and academic fields should work together to

create AI and educational regulations. Ethical, fair, and inclusive implementation of AI in

colleges and universities is essential (Helen & Diane, 2023). This suggestion underlines the
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value of using AI in a fair and welcoming way to all students. This proposal indicates that

authorities should design an extensive plan for employing AI in different parts of education to

enable its effective implementation, including managing, teaching, learning, and evaluation.

Developing an evidence foundation, including pilot testing, tracking, and assessment, is

also essential. This suggestion emphasizes the need for pilot studies to test and evaluate the

application of AI in schools and establish its efficacy (Chan, 2023). For instance,

governments may support preliminary research into the effectiveness of AI-powered

technologies in specific classroom settings with targeted student demographics. For AI to be

helpful in higher education, it is necessary to encourage the development of local AI

advances with a focus on teaching. To better serve the demands of their constituents, this

proposal argues that legislators should promote the creation of local breakthroughs in AI for

education (Chan, 2023). Policymakers might, for instance, sponsor companies or research

institutes in their area that are creating artificial intelligence (AI) tools or apps tailored to the

educational requirements of their community.

Conclusion

This write-up has delved into the impact of AI on higher education, highlighting its

advantages and challenges. We've learned that AI is increasingly integrated into educational

institutions, transforming administrative processes, classroom instruction, and grading

systems. It offers personalized learning experiences, improves efficiency, and promises to

enhance education.

However, adopting AI in higher education raises concerns, including ethical dilemmas,

transparency issues, and potential job displacement. The discussion presented here

underscores the importance of carefully considering the implications of AI in education.

A critical-thinking-based approach is crucial when addressing these challenges and

opportunities. Critical thinkers should weigh the benefits and drawbacks of AI

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implementation, assess its impact on students and educators, and consider ethical and policy

implications.

To address these concerns, a suggested approach is to follow UNESCO guidelines for

AI in academia. This approach emphasizes cross-disciplinary collaboration, ethical and

inclusive implementation, evidence-based decision-making, and the development of local AI

solutions tailored to educational needs. By adopting such an approach, higher education

institutions can harness the potential of AI while mitigating its risks and ensuring equitable

access to quality education.

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