1、Navigating the future of higher education with AI:2024 ICDE Leadership Summit policy dialogue reportThis page was generated automatically upon download from the Globethics Library.More information on Globethics see https:/.Data and contentpolicy of Globethics Library repository see https:/ TypeBookD

2、OI10.58863/20.500.12424/4316083PublisherGlobethics Publications;International Council for Open andDistance Education;UNESCO-ICHEIRights2024 Globethics Publications;Attribution-NonCommercial-NoDerivatives 4.0 InternationalDownload date24/10/2024 08:32:28Item Licensehttp:/creativecommons.org/licenses/

3、by-nc-nd/4.0/Link to Itemhttp:/ policy report is the outcome of the ICDE leadership Summit hosted by Globethics in Geneva,from 5 to 7 June 2024,in partnership with UNESCO-ICHEI,under the title:Ethical Leadership in the Age of AI:Rethinking Futures of Education.Throughout the three days,126 participa

4、nts and 60 speakers from 35 countries contributed to enriching the reflection,from theoretical and practical perspectives,about the future of higher education in the fourth industrial revolution era.The report aims at capturing the outcomes from the presentations and discussions and presents them un

5、der five titles:1)Ethical Implications of AI in Higher Education,2)A Culture of Innovation,3)Equitable Leadership,4)Social Justice,and 5)Future Praxis.Hence,the report aims to be“an accessible tool to shine a light on some of the key challenges and opportunities that are before us,”ensuring a critic

6、al engagement with AI in educational spaces,that fosters accessibility,equity,and quality.NAVIGATING THE FUTURE OF HIGHER EDUCATION WITH AI 2024 ICDE LEADERSHIP SUMMITPOLICY DIALOGUE REPORT2024 ICDE LEADERSHIP SUMMITPOLICY DIALOGUE REPORTNAVIGATING THE FUTURE OF HIGHER EDUCATION WITH AI 2POLICY SERI

7、ES Globethics Policy No.2 Navigating the Future of Higher Education with AI 2024 ICDE Leadership Summit Policy Dialogue Report Globethics Policy Series Director:Prof.Dr Fadi Daou,Executive Director of Globethics Globethics Policy Series 2 Navigating the Future of Higher Education with AI 2024 ICDE L

8、eadership Summit Policy Dialogue Report Geneva:Globethics Publications,2024 DOI:10.58863/20.500.12424/4316083 ISBN 978-2-88931-605-2(online version)ISBN 978-2-88931-606-9(print version)2024 Globethics Publications Managing Editor:Ignace Haaz Globethics International Secretariat Chemin du Pavillon 2

9、1218 Grand-Saconnex,Geneva,Switzerland Website:https:/ Email: All web links in this text have been verified as of August 2024.The electronic version of this book can be downloaded for free from the Globethics website:.The electronic version of this book is licensed under the Creative Commons At-trib

10、ution-NonCommercial-NoDerivatives 4.0 International License(CC BY-NC-ND 4.0).See:https:/creativecommons.org/licenses/by-nc-nd/4.0/.This means that Globethics Publications grants the right to download and print the electronic version,to distribute and to transmit the work for free,under the following

11、 condi-tions:Attribution:The user must attribute the bibliographical data as mentioned above and must make clear the license terms of this work;Non-commercial.The user may not use this work for commercial purposes or sell it;No derivative works:The user may not alter,transform,or build upon this wor

12、k.Nothing in this license impairs or restricts the authors moral rights.Globethics Publications retains the right to waive any of the above conditions,especially for reprint and sale in other continents and languages.TABLE OF CONTENTS Foreword.5 I.Introduction:The Nexus of AI and Education.7 II.Ethi

13、cal Implications of AI in Higher Education.10 III.A Culture of Innovation.16 IV.Equitable Leadership.20 V.Social Justice.27 VI.Future Praxis.33 VII.Recommendations.37 ACKNOWLEDGEMENT This policy report is the outcome of the International Council for Open and Distance Education(ICDE)Leadership Summit

14、,hosted by Globeth-ics in Geneva on 5-7 June 2024,in partnership with UNESCO-ICHEI (International Centre for Higher Education Innovation under the auspices of UNESCO).Editor:Erin Green Editorial Team:Maha Bali,Santiago Bellomo,Xiaohan Bi,Ratna Selvaratnam FOREWORD This policy report is the outcome o

15、f the ICDE leadership Summit hosted by Globethics in Geneva,from 5 to 7 June 2024,in partnership with UNESCO-ICHEI,under the title:Ethical Leadership in the Age of AI:Rethinking Futures of Education.Throughout the three days,126 partici-pants and 60 speakers from 35 countries contributed to enrichin

16、g the re-flection,from theoretical and practical perspectives,about the future of higher education in the fourth industrial revolution era.The report does not mirror the Summits programme,but captures the outcomes from the presentations and discussions and presents them under five titles:1)Ethical I

17、mplications of AI in Higher Education,2)A Culture of Innovation,3)Equitable Leadership,4)Social Justice,and 5)Future Praxis.Hence,the report aims to be“an accessible tool to shine a light on some of the key challenges and opportunities that are before us,”ensuring a critical engagement with AI in ed

18、ucational spaces,that fosters accessi-bility,equity,and quality.Furthermore,the Summit demonstrated how much the context is critical for this type of reflection.There is no one roadmap or plan that applies everywhere.The inextricable relationship between artificial intelligence and higher education

19、is reshaping policies and practices in very diverse ways.This reality invites those who are in leadership roles to be mindful of both their own situation and the experiences of others.Engaging with AI in higher education requires one to be contextually and culturally sit-uated,globally connected and

20、 informed,and ethically anchored.The four types of component of the report guide towards this attitude,combining 6 Navigating the Future of Higher Education with AI policy reflection with case studies,recommendations,and questions for further reflection.I.INTRODUCTION:THE NEXUS OF AI AND EDUCATION 1

21、.The International Council for Open and Distance Education Summit 2024,hosted by Globethics,brought together leaders,ed-ucators,ethicists,and technologists to explore ethical leadership and artificial intelligence(AI)in education.This policy dialogue report captures the key discussions,themes,and ou

22、tcomes from the summit and provides you with insight as you and your institu-tion navigate the impact of AI on education.Soon,if not already,AI and education will be inextricable,and this report provides an accessible tool to shine a light on some of the key challenges and opportunities that are bef

23、ore us.Here you will find case studies and recommendations for critical engagement with AI in educa-tional spaces,including how to improve accessibility,equity,and quality of education overall.2.Naturally,open and distance education are particularly sensitive to changes brought about by digital tech

24、nologies and exacerbated by the mass movement towards online learning brought about by the global pandemic of 2020 to 2023.Application of AI in open and distance education will potentially cut across every aspect of educationfrom pedagogy,evaluation,curriculum development,learning platforms and more

25、.Negotiating a way forward remains very much undetermined,perhaps as we are all somewhat out-paced by the changes brought about by AI and related 8 Navigating the Future of Higher Education with AI technologies.What remains certain,however,that charting a course for ethical leadership in education i

26、n the age of AI is only improved through the building of strong and diverse networks.3.A small but critical step in this direction was taken collectively by the participants of the Summit and the institutions the represented.Many who came to Campus Biotech in June 2024 felt that they were already im

27、mersed in the AI revolution,while others felt that they were still on the cusp of it.Levels of optimism or receptivity towards AI also varied.Some felt AI holds the potential to im-prove access to education,provide personalised learning experi-ences and support,and boost institutional efficiency.Oth

28、ers ex-pressed caution,pointing to the potential of AI to exacerbate ine-qualities,widen digital divides,and further enforce harmful power imbalances.Holding this variety of perspectives in tension,par-ticipants did converge on the necessity of fostering ethical leader-ship in the deployment of AI i

29、n education.The Summit showed that there is strength in diversity as participants challenged each other,brought different ideas and concerns from their respective contexts,and built-up relationships that will help carry the dia-logue forward.4.The case studies,reflections,and recommendations of this

30、 report seek to provide all stakeholders with a compass to orient their own work on AI and education.We provide this with a view of har-nessing AIs capabilities while upholding ethical standards in an evolving,global educational landscape.We hope that this will in-spire more conversations and more c

31、onnections to help build up the capacity to use AI ethically in a variety of educational con-texts.There is also a clear need for social justice and equity within both AI and education,which was brought into sharp relief by the Introduction:The Nexus of AI and Education 9 concerns participants share

32、d from around the world.We hope that the contents of this report will inspire all readers to take up critical engagement with AI in education and contribute to growing and necessary global awareness.5.This report seeks to be a contribution to an already ongoing and rich dialogue.It is far from exhau

33、stive,though we do hope you will find that it speaks to your questions and challenges regarding the implementation and use of AI in your institute of higher edu-cation.Each chapter shines a spotlight on a critical area of dis-course,and,though interlinked,do not necessarily have to be read in order.

34、We have also provided some questions for your own re-flection at the end of each section to help you pause and integrate the contents of this policy dialogue report.We hope you enjoy engaging with it as much as we enjoyed preparing it for you.6.As you reading through this policy dialogue report,we i

35、nvite you to reflect on how you and your institution might benefit from these practices and recommendations.Consider what you could adopt,what does not apply to your context,and how you might extend or adapt the use of AI in your institute of higher education.You may also wish to consider what resou

36、rces and professional development required to realise the appropriate strategic vision for AI within your institution.II.ETHICAL IMPLICATIONS OF AI IN HIGHER EDUCATION Ethical Use of AI 7.The ethical implementation and use of AI in education was one of the primary themes emerging from the Summit.Lea

37、ders from ed-ucational institutions around the world wrestle with the challenges of maintaining ethics standards that pre-date AI,and therefore do not anticipate some of the unique challenges precipitated by AI and related digital technologies.This pressure to adapt quickly and appropriately to thes

38、e new realities was also made more diffi-cult by the seeming urgency to innovate in education and benefit from AI,as well as pressures to mitigate potential threats and risks related to AI.Contributors varied in their contexts and approaches,but overall,there was unifying concern for ethical leaders

39、hip,transparency,inclusivity,accountability,and data privacy.Ethical Leadership 8.AI and related technologies are increasingly prevalent in class-rooms,university administration,online learning,and personal-ised learning environments.This makes the need for ethical lead-ership with expertise in thes

40、e new technologies critical for the fu-ture of education.But how this leadership is understood and exer-cised remains open for discussion.We observed that throughout the Summit participants used similar words and phrases but hav-ing radically different meanings.Therefore,a casual observer may Ethica

41、l Implications of AI in Higher Education 11 gain a sense of greater agreement than is really there.Experts in online and distance education repeatedly return to notions of fair-ness,equity,and transparency in ethical leadership,but such val-ues-oriented language varies in interpretation and expressi

42、on from context to context.Similarly,there was repeated calls for inclusiv-ity,accountability,and data security as part of expressing ethical leadership in the age of AI.We should take this not as an exhaus-tive list of criteria for ethical leadership,rather as emerging points of convergence where w

43、e can cultivate broader and deeper discus-sion,drawing on the diversity of networks like Globethics and ICDE.Transparency 9.Ethical implementation and use of AI demands that decision mak-ing around AI is open and understandable to all stakeholders.This includes human decision making such as assessin

44、g tech partner-ships,data privacy policies,and where AI is being used through-out educational institutions.This also includes AI-driven deci-sions,where AI takes over some functions traditionally held by humans.Institutes of higher education have a significant role to play in educating themselves an

45、d members of their community about how,why,and when AI is used.Technology companies,however,also have a critical role to play in developing a culture of transparency around AI.Clear communication is important about the functioning of AI systems,the data they use,and their place in making decisions.1

46、0.This transparency is necessary to foster trust and confidence among administrators,educators,students,and all institutional stakeholders and partners.It is also necessary for broader critical institutional engagement with AI,including the development of clear and useful guidelines around AI,to ass

47、ess its congruency 12 Navigating the Future of Higher Education with AI with institutional mission and values.Openness around AI also allows for the development of clear and useful guidelines around its deployment throughout educational systems and institutions.11.It is also necessary for critical i

48、nstitutional engagement with AI,to assess its functioning,effectiveness,and its appropriateness for each institute of higher education.Openness around AI also al-lows for critical discourse around how,when,and why AI is used throughout institutes of higher education.Clear institutional com-municatio

49、n about how AI systems work,what data they use,and how decisions are made to foster trust and understanding among all stakeholders.This requires building up AI-literacy throughout education and seeking transparency from the technology compa-nies providing AI technologies and solutions.Inclusivity 12

50、.Ethical implementation and use of AI also requires inclusivity.This helps ensure that AI is developed and implemented for the benefit of everyone,especially those from traditionally marginal-ised and underserved groups.AI should enhance accessibility and educational equity,help overcome digital div

51、ides rather than ex-acerbate existing or create new ones.All those who participate in the development of AI,including large technology companies,start-ups,universities and other institutes of higher education,should strive for inclusivity in the development of AI.This should be accomplished by diver

52、sifying development and ethics teams and ensuring that those from marginalised and underserved com-munities are better represented in all phases of development.In terms of AI and education,inclusivity should consider linguis-tic and cultural needs,and adaptability to different learning needs.Ethical

53、 Implications of AI in Higher Education 13 Accountability 13.There are clear risks associated with using AI in education.Accountability is required from all stakeholders,including lead-ers,teachers,and students,to mitigate problems like bias,privacy breaches,plagiarism,and more.Institutional leaders

54、hip must en-sure that AI systems are fair and used transparently,and have mechanisms in place to address problems that may arise from their use.Teachers using AI,whether for course design,grading,or cre-ating online learning environments,must be vigilant in using AI to create equity not further marg

55、inalise already vulnerable stu-dents.Students must also be held accountable in their use of AI through clear guidelines and policies relating to academic integ-rity.All of this requires that institutions invest in AI literacy for every member of an educational community.14.Throughout the summit,part

56、icipants discussed the convenience and effectiveness of regulations concerning AI use for academic purposes.They explored the possibility of developing new proc-toring AI-based tools for preventing fraud or plagiarism.This sub-ject proved to raise more questions and debate than clairvoyant agreement

57、s and statements.Data Privacy 15.The increasing use of AI in education implies that educational in-stitutions will deal with an increasing amount of personal data.Using AI in administrative,research,and teaching activities all raise important questions about data privacy and related concerns for the

58、 ethical implementation and use of AI in education.Strin-gent data handling and protection measures must be in place from day one.Institutional policies and practices should follow local legislation and regulation and go beyond these when insufficient.Each country or legal jurisdiction will require

59、different responses.14 Navigating the Future of Higher Education with AI Institutes of higher education will have to assess if their regulatory environments provide sufficient safeguarding of data or whether more robust institutional safeguards should be put in place that go beyond local laws and re

60、gulations.Human-centric Design 16.This aspect of ethical implementation and use of AI in education is one that many are grappling with to ensure that AI technologies augment human capabilities rather than replace them.AI systems should be designed and used with the needs and values of the ed-ucation

61、al community in mind,supporting the role of educators ra-ther than undermining them.This has specific implications for the rise of generative AI and academic integrity,where students,edu-cators,and researchers may be easily seduced by the promises of AI shortcuts at the expense of their own learning

62、 or professional endeavours.A human-centric approach focusses on providing AI experiences that are intuitive,accessible,and aligned with the goals and values of the educational institution.It also includes ac-tively involving users in the design process,understanding their contexts,and ensuring that

63、 the technology adapts to their behav-iours and preferences,rather than the other way around.Questions for further reflection What mechanisms can be put into place to promote trans-parency in AI decision-making processes in educational in-stitutions?In what ways can AI be implemented and used in way

64、s that promote inclusivity and address existing inequalities in edu-cation?Do you have a data management policy in the institution and a team responsible for its implementation and compli-ance?Ethical Implications of AI in Higher Education 15 Case Study:Ethical Leadership Universitas Terbuka:Technol

65、ogical Infrastructures for Inclusive Education Universitas Terbuka(UT)in Indonesia is a pioneer in using AI to enhance educational access and equity.UT is an open university serving more than 525,000 students in Indonesia and abroad.Its diverse student population is spread across remote and under-se

66、rved regions,making equitable access a primary concern.The University has implemented several AI-driven initiatives aimed at improving the educational experience of its students.One of the key AI innovations is the MyUT application,which uses Single Sign-On(SSO)technology to streamline academic and

67、ad-ministrative processes.MyUT allows students to register for courses,access digital libraries,and manage their academic affairs through unified platform.Additionally,UT has integrated AI voice chatbots to assist students during the registration process,which provide real-time support,answer questi

68、ons,and guide students.The provision of both printed and digital interactive course materi-als helps reach more students.Digital course materials are equipped with text-to-speech technology,enabling visually im-paired students to access educational content.The university also leverages AI in online

69、learning tutorials,using AI to facilitate dis-cussion forums,and support students throughout their learning journey.III.A CULTURE OF INNOVATION 17.Participants demonstrated a keen interest in innovation in educa-tion alongside innovation in technology.Participants mentioned the potential for AI to d

70、evelop personalised learning,adaptive and learning paths,and intelligent tutoring systems.There was also measured enthusiasm for the potential of AI to tailor educational processes and systems more broadly,including from registration and support services,using AI chatbots and voice assistants in ad-

71、ministrative functions,evaluation,and more.Innovation in Education 18.Education is innovating alongside AI.Personalization is one of the main areas where some claim that AI could be used to trans-form education throughout the world,although participants may not share a common understanding of this c

72、oncept,its meaning and scope.Some clear statements were made,concerning AI con-tributions to higher education:AI tools and platforms may help educational institutions adapt to the learners time,pace and style.These technologies can potentially provide personalised support and help students understan

73、d complex concepts through interac-tive and engaging learning experiences.In some educational insti-tutions running pilot programmes,AI is also being used to create personalised learning paths that aim to provide learners with indi-vidualised practice problems and instructional content.Many summit p

74、articipants expressed the expectation that,through A Culture of Innovation 17 continuous analysis of student data,including evaluation results and engagement,AI can adjust learning paths to offer more tar-geted testing and content.Also,that personalised AI learning as-sistants can generate recommend

75、ed resource lists,manage digital conversations,and combine relevant study materials.In some uni-versities,these assistants are actually being used to help answer student questions,provide resource recommendations,and sup-port personalised learning paths by preliminary integrating AI technologies.The

76、 personalization embedded in these AI-facili-tated environments promise to foster more inclusive and equitable learning environments.Care must be taken,however,to account for interpersonal and collaborative pedagogies that might be dis-placed.Safeguards must also be in place should AI facilitation h

77、allucinate or potentially mislead.Intelligent Learning Communities 19.AI is also starting to play a role in the development of intelligent learning communities.Here,AI is deployed to foster collaboration and engagement within educational environments.One such ap-plication of AI is the use of intelli

78、gent segmentation and labelling in course resources.This involves multimodal information pro-cessing,including image,audio,and text recognition,to create a more interactive learning experience.Technologies like OCR,speech and facial recognition are currently used in some educa-tional institutions to

79、 segment videos,generate summaries,extract key concepts.All of these advances could make it easier for stu-dents to navigate and understand course materials.Participants agreed that the development of intelligent learning communities can support students around-the-clock and also identify students w

80、ho may benefit from extra human support,as well as facilitate real-time collaboration among learners.Monitoring student par-ticipation and engagement,when used judiciously,can be used to 18 Navigating the Future of Higher Education with AI support all students in accessing the resources they need to

81、 suc-ceed.Questions for further reflection How can institutions foster a culture of innovation that re-spects the unique contexts and starting points of different uni-versities?What are the benefits of adopting an incremental approach to AI innovation in education?How can the effectiveness of AI pil

82、ot projects be systemat-ically assessed,documented,and disseminated?Case Study:Innovation Innovation in Education in the Age of AI-Jiangsu Open University,China Jiangsu Open University(JSOU)is a pioneering institution in China that is leveraging AI to revolutionise its educational frame-work.Located

83、 in the economically developed Jiangsu Province,JSOU has embraced AI and related technologies to enhance learn-ing,teaching,and administration.In 2023,JSOU launched its new vision of becoming a“Digital Intelligence Innovation Uni-versity”,emphasising deep integration of digital technologies within e

84、ducation to create integrated educational environments combining virtual and“real”elements.The university has effec-tively integrated MOOCs(Massive Open Online Courses)into its educational offerings,enhancing accessibility and quality of edu-cation.JSOU leverages MOOCs to provide flexible learning o

85、p-portunities,allowing students to access high-quality resources re-gardless of their location.A Culture of Innovation 19 JSOU focuses on digital intelligence leadership,which goes be-yond traditional information technology by incorporating AI and related technologies.This approach seeks to advance

86、the digital transformation within the university,systematically improving education across all disciplines.Integral to this approach is the use of personalised learning paths for students.Here,AI analyses student needs and performance data to offer resource recommen-dations and learning strategies.A

87、chieving the vision outlined above also requires a transfor-mation for the way teachers teach.Effective integration of AI re-quires ensuring teachers have the necessary digital literacy and technical skills,and so JSOU provides ongoing professional de-velopment and encourages the adoption of new tec

88、hnologies.While AI has the potential to enhance education,it can also exac-erbate digital divides if not implemented equitably.JSOU focuses on providing access to digital tools and resources for all students,including those from disadvantaged backgrounds.IV.EQUITABLE LEADERSHIP 20.While the above se

89、ctions looked broadly at the implementation and use of AI throughout educational institutions,here we sharpen our focus to look at the role of leadership specifically.Ethical leadership is a transformative force in open education.The ethical principles discussed above,including inclusivity,equity,an

90、d accessibility,can all help guide the development and govern-ance of Open Educational Resources(OER)and AI,fostering global approaches to lifelong learning and educational equity.However,the equitable integration of AI in education faces re-sistance,necessitating robust leadership models grounded i

91、n ethi-cal foundations.21.A significant gap exists between theorising AIs potential in edu-cation and achieving concrete progress.Initiatives are often lim-ited to small-scale pilots and face slow implementation due to a lack of supportive culture,capacity,and resources.While experi-mentation within

92、 implementation provides a space for theoretical exploration,rigorous evaluation is crucial and is often lacking in many initiatives.Universities heterogeneity,including differ-ences in size,location,program diversity,delivery modes,and data cultures,underscores the necessity of discussing the futur

93、es of education,moving away from rigid,one-size-fits-all solutions.Concerns about AI widening existing gaps,especially regarding the accessibility of open-source AI tools,extend beyond cost and necessitate collaborative innovation.Equitable Leadership 21 Emerging Challenges 22.AI and OER can act as

94、catalysts for change and lifelong learning,enabling leaders to remain creative and current.However,signif-icant infrastructure limitations,particularly in emerging econo-mies,pose a considerable challenge.Many countries struggle with inadequate bandwidth,connectivity,and a lack of computing hardware

95、,which hampers the effective implementation of AI tech-nologies.There is a notable opportunity for personalised and ac-cessible learning experiences through intelligent teaching sys-tems,which can support autonomous learning and provide mean-ingful analytics.However,leaders need to foster an environ

96、ment where data-driven policies and data-driven decision-making are a common ground for institutional performance.Changing the mindset of staff,teachers and even students remains one of the core challenges that universities from emerging countries face in order to develop digital transformation.Lead

97、ers should engage with cultural transformation while struggling with technical de-mands concerning AI implementation.Institutional Strategies and Integration 23.Various institutional strategies can help students and faculty nav-igate the integration of AI in higher education,including setting up tas

98、k forces,issuing statements on AI use,providing online re-sources and training,and facilitating town hall discussions and symposia.The goal is to support staff and students with the nec-essary knowledge and skills to effectively utilise AI.Institutions can also focus on creating supportive partnersh

99、ips and collabora-tion opportunities with industry to guide future developments.However,the integration of AI is uneven across different regions,and there is a need for a new leadership approach to accompany AI adoption,ensuring alignment with effective change manage-ment and quality assurance.22 Na

100、vigating the Future of Higher Education with AI Assessment and Curriculum Innovation 24.AI has completely changed testing and evaluation within educa-tional settings.Authentic assessments that encourage students to explore learning and develop critical skills rather than simply completing prescribed

101、 tasks will be increasingly essential across all disciplines.This approach requires a significant redesign of as-sessment,and institutions are increasingly focusing on developing holistic approaches that guide staff and students to become ethical digital citizens.This involves balancing the complexi

102、ty of AI in-tegration with comprehensive training,learning experiences,and curriculum considerations.The goal is to foster critical thinking and ensure that students can navigate AI tools responsibly and with academic integrity.The challenges here are immense.Global Perspectives and Regional Initiat

103、ives 25.There are varying levels of AI readiness across different regions of the world.In Southeast Asia,for instance,the readiness for AI integration is uneven,with significant global concerns about eth-ics,privacy,technical barriers,and regulatory frameworks.In Ma-laysia,efforts are being made to

104、strengthen the Silicon Valley of the East by supporting semiconductor firms and establishing cen-tres of excellence in AI.Similarly,Hong Kong universities are fo-cusing on safety,effective monitoring,and AI literacy for both students and staff,though more work is needed in pedagogy and assessment re

105、design.The adoption of AI in higher education in Africa focuses on enhancing personalised learning,administrative efficiency,and accessibility through tools like intelligent tutoring systems and MOOCs.However,challenges such as infrastructure,skill gaps,and ethical concerns need to be addressed to f

106、ully lev-erage AIs potential in transforming education.In North America,AI adoption in higher education focuses on enhancing personal-ised learning and improving administrative efficiency,with Equitable Leadership 23 applications ranging from adaptive learning platforms to AI-pow-ered chatbots that

107、assist with student services.In Latin America,AI adoption faces challenges relating to digital divides,particu-larly disadvantaged communities and different regulatory frame-works across the continent.Additionally,there are concerns about exacerbating existing gender inequalities and uneven access t

108、o technology.Human Centred AI Governance 26.As AI becomes ubiquitous,the importance of developing human-centred approaches to the governance of AI in higher education will become more important.In general,such an approach empha-sises transparency,justice,fairness,non-maleficence,responsibil-ity,priv

109、acy,beneficence,autonomy,assurances of outcome,and explicability.Presenters proposed a framework for AI governance that is grounded in human consciousness and wisdom,promoting well-being and humanistic education.Ethical principles are ide-ally aimed at ensuring that AI is developed and used in ways

110、that enhance the human condition,encouraging decision-makers to put humans first.Over-representation of values and world views from dominant cultures poses significant challenges to defining human-centred AI,human-centred governance,and even human-centred education.Notions of human flourishing,value

111、s,and world views inform how we approach the concept of human-centred,resulting in differing outcomes.Questions for further reflection What qualities and skills are essential for leaders to effec-tively manage the integration of AI in education?What strategies can be employed to support educators in

112、 upskilling and adapting to AI tools?24 Navigating the Future of Higher Education with AI How might you preserve and enhance the human-centric approach when implementing AI technologies in your organization?Case Study:Equitable Leadership IIOE Micro-certification project to upskill and reskill highe

113、r edu-cation workforce:International Centre for Higher Education Inno-vation under the auspices of UNESCO(UNESCO-ICHEI)While AI,especially Generative AI presents both challenges and opportunities for the higher education system,HEIs worldwide are increasingly harnessing the potential of AI for diver

114、se purposes,reshaping the perspectives of students,teachers,and the institutions themselves.Implementation of AI in higher education must be paired with thoughtful strategies for reskilling and upskilling of higher education workforce(including teachers,leaders and sup-port staff),ensuring that huma

115、n oversight is integrated into the de-ployment and management of these tools.The International Centre for Higher Education Innovation under the auspices of UNESCO(hereafter“UNESCO-ICHEI”)and the International Institute of Online Education(hereafter“IIOE”)is taking action to develop a flexible mechan

116、ism that empowers Higher Education Institutions(HEIs)to plan for its workforce to upskill and reskill.The IIOE Micro-certification Project for Higher Education Workforce is designed to address multifaceted chal-lenges and propose possible solutions for HEIs.From institutional strategy planning,recog

117、nition advocacy,course content develop-ment and implementation,and competency framework recommen-dation,a comprehensive support system is assembled to facilitate the effective and ethical application of AI in higher education.Equitable Leadership 25 The IIOE Micro-Certification Project aims to:Offer

118、ing flexible and customised solutions for the higher ed-ucation workforce to upskill and reskill with AI capacities;Set transferable definitions of digital competencies and eval-uation criteria as a reference for teaching personnel,HEI leadership,and learning support staffs professional develop-ment

119、;To form a content repository that gathers courses,case stud-ies,and guidance that allow exchange and peer learning;Encourage recognition of digital competency building as an important part of professional development through policy discussions,guidelines,and opportunities for expert consul-tancy.Mo

120、re broadly,the project aims to propose a new approach to the continuous growth of upskilling and reskilling,more effectively providing quality,just-in-time learning in a joint force engaging relevant higher education stakeholders,and advocating for formal recognition of the need for digital competen

121、cy-building and life-long learning of the higher education workforce.For HEIs,micro-certification addresses the legitimate issues of recognising online and informal professional learning of the higher education work-force,and broadens the channels of content development and pol-icy update.At the cur

122、rent stage,UNESCO-ICHEI developed the IIOE Higher Education Teaching Personnel Digital Competency Reference Framework(hereafter Reference Framework),serving to offer clear definitions and evaluation criteria for competency-based learning.The framework offers a trajectory of integrating digital techn

123、ology into the teaching cycle.Additionally,supplemental 26 Navigating the Future of Higher Education with AI guidelines for evaluation team setup,certification process,and course design and development guides are provided to facilitate HEIs to build a robust training,evaluation,recognition,and plan-

124、ning process for implementing IIOE micro-certifications.Apart from empowering university teaching personnel,this project also sees HEI management team and supporting staff as key forces driving the digital transformation of higher education.Taking into account the development trajectories of its par

125、tner institutions,IIOE will further expand the reference frameworks catering to the needs of HEI leadership and learning support staff and other stake-holders.Additionally,IIOE will be offering more training courses in the context of facilitating the effective integration of Generative AI in Higher

126、Education in the 1+X Generative AI Course Series.UNESCO ICHEI strongly encourages personalised and localised implementation in its project strategy.Based on the reference framework,the Micro-certification project starts with readiness analysis,identifying specific training needs of HEIs.UNESCO-ICHEI

127、 will work with HEIs to match resources,including policy references,expert consultancy,and course resources,to provide multiple channels for the higher education workforce to upskill and reskill.V.SOCIAL JUSTICE 27.AI has a critical role in advancing the UN Sustainable Devel-opment Goals(SDGs)throug

128、h education.It underscores the im-portance of aligning AI in education with broader social justice and equity objectives for the greater good of humanity.It is cru-cial to recognise that social justice is multifaceted,it can be eco-nomic,cultural,or political.Within the educational context,so-cial i

129、njustice extends beyond economic issues such as access to education and technology.It encompasses other dimensions,in-cluding heteronormativity,white supremacy,physical disabil-ity,neuronormativity,and settler and cultural colonialism which can manifest as cultural injustices(problems of represen-ta

130、tion)or political injustices(issues of power in educational design and leadership).Economic Injustice 28.Economic injustice exists in emerging economies with large,dispersed populations,where distance education and AI could scale educational access to otherwise unreachable groups;how-ever,emerging e

131、conomies may also suffer from infrastructure inequality where some regions lack consistent electricity and high bandwidth internet,which would limit the potential of technological solutions.Injustice can also exist in predomi-nantly affluent nations,where economic disparities exist be-tween urban an

132、d rural locations and for some marginalised 28 Navigating the Future of Higher Education with AI communities.In affluent nations,non-economic injustices such as cultural underrepresentation or misrepresentation can exist,and there is a role for AI in supporting broader dimensions of social justice,b

133、ut caution is also needed as AI platforms are not as well trained in minority languages and cultures.Practical ap-plications and aspirational practices can include building plat-forms and integrating AI to reduce economic inequality and ex-pand access to education across various age groups,including

134、 lifelong learning opportunities for older adults.29.Although AI has potential to enable personalised learning,it still functions within a structured system,requiring resilience and intelligent governance for adaptive innovation and equita-ble learning.The imperative to innovate often clashes with t

135、ra-ditional pedagogical practices,prompting a rethinking of as-sessments,content overload,teaching roles,and student em-powerment.This evolution demands both a shift in mindsets and technological advancements.Open and distance education 30.Open and distance education could facilitate lifelong learni

136、ng with the flexibility needed in diverse locations,including in places where distance or access to internet present a challenge.AI has potential to provide adaptability and enhance teacher presence in contexts with insufficient educators for the student population.Specific applications of AI in tea

137、ching and learning included AI tutors,development of learning materials,adaptive learning,intelligent tutoring systems,AI chatbots for answering questions and participating in discussion forums,and AI-driven formative assessments and automated proctoring for summative assessments.Some institutions u

138、se AI collaboration tools and Social Justice 29 virtual and augmented reality to offer immersive learning expe-riences for online and distance learners.Challenges 31.There are manifest challenges associated with implementing and using AI in education.There is,for example,unequal ac-cess to the inter

139、net and related technological infrastructures.Some regions and households have access to good internet,al-lowing them to readily embrace AI.Others need to travel far distances to even access the internet,if they can afford it at all.Other challenges are linguistic and cultural,with English dom-inati

140、ng online spaces.Many countries,and therefore educa-tional institutions,operate in multiple languages,minority lan-guages tend to not be well-served by AI and related technolo-gies,and indigenous languages are often held as sacred,and communities want to protect them from the commercialisation and m

141、isappropriation of AI.32.The advent of AI may also increase digital divides,especially those relating to digital skills development and AI literacy among students,teachers,and leaders.Lack of open source and open access AI tools create exclusivity around its adoption,counter to the expectation of in

142、clusion that is grounded in the promises of AI.33.Further to this,issues of academic integrity could diminish stu-dent and teacher performance and outcomes,compromising overall educational quality and the prestige of traditional insti-tutes of education.30 Navigating the Future of Higher Education w

143、ith AI Opportunities 34.Conversely,AI offers opportunities for learners to translate content into their own languages and learn about different cul-tures through AI translation.Some institutions use AI to pro-vide multilingual support,delivering content in various lan-guages.Developing digital compe

144、tence and literacy among teachers and administrators is also facilitated by the advent of AI.Open and distance education,combined with digital intelli-gence leadership,can be applied in student support services,learning resource construction,social services,scientific re-search management,and system

145、atic collaborative innovation.AI as digital intelligence leadership can provide cognitive in-sights,strategic guidance,transformation drive,coordination,innovative governance,and cultural cultivation.The combina-tion of digital intelligence leadership and transformation can impact people,time,distan

146、ce,and society.Mechanisms to eval-uate the impact and track concerns regarding fairness,privacy,and security are crucial.Linguistic Diversity 35.Summit discussions underscored that certain languages are un-derrepresented online and in AI applications,hindering cultur-ally responsive teaching.English

147、 is especially dominant in online spaces and therefore in the training data used in some AI.Learning in ones mother tongue is crucial,raising questions about AIs role in countries with many minority and tribal lan-guages lacking sufficient written texts.Additionally,integrat-ing Indigenous languages

148、,often considered sacred,into AI raises concerns about the participation paradox,where in-cluding such data could undermine rhetorical and cultural sov-ereignty.Social Justice 31 Non-Economic Injustice 36.The Sustainable Development Goals(SDGs)are helpful in con-sidering the purpose of education and

149、 AI.To advance the greater good,discussions around AI in education should focus on building AI for the betterment of the world,for which the 17 SDGs provide a detailed and useful template.This approach provides a new perspective for evaluating the inclusion of AI in education by considering its effe

150、cts on climate change,gender inequality,reducing overall inequality,hunger,economic growth,health and well-being,and peace,justice,and strong institutions.As above,when considering the concept of human-centric AI,we must also interrogate the notions of“better”and“development”,especially considering

151、the perspectives of mar-ginalised and excluded peoples and groups.Questions for further reflection How can AI be leveraged to advance the UN Sustainable Development Goals(SDGs)in education?What steps can be taken to ensure that AI implementa-tions do not exacerbate digital divides and other forms of

152、 inequality?How can institutions balance the need for technological advancement with the preservation of cultural and linguistic diversity?Case Study:Equipping Teachers Can AI Support Inclusive and Accessible Learning?Dominique Scheffel-Dunand from Canada presented a case study on her institutions r

153、esearch into AIs impact on inclusive and ac-cessible learning.Inclusivity here refers to accommodating di-verse student needs and promoting equity,while accessibility 32 Navigating the Future of Higher Education with AI focuses on improving usability for all,particularly through adap-tive technologi

154、es for learners with disabilities.Her university implemented a model where all teachers experi-mented with integrating AI and conducting small-scale research,reflection,writing,and dissemination to iterate on best practices.This model emphasised teachers experiences and reflections on applying AI to

155、 support non-native learners in translating texts to their native languages or improving their writing in the target lan-guage.Teachers were given the agency to navigate this complex landscape,supported by a community,and granted the freedom and responsibility to innovate,experiment,and learn.VI.FUT

156、URE PRAXIS 37.Emerging trends in education and AI point to the role these new technologies will have in transforming education,especially open and distance learning.AI holds promise for enhancing the quality of education and access to it,including in remote and underserved regions.The proliferation

157、of AI,especially generative AI,will prompt institutions of higher education to rethink their reasons for existing and continuing on as they have historically done.The very nature and meaning of higher education is called to ques-tion by advances in AI and related technologies.Personalised Learning 3

158、8.One of the great hopes for AI in education is the development of personalised learning.AI can contribute to this by designing cus-tomised itineraries that adapt to each students time constraints,preferred learning paces,and individual learning goals.This could foster greater autonomy in learning b

159、y empowering students to take ownership of their educational experience.AI also holds po-tential for distance education through AI-powered tutors,scalabil-ity in online education by providing support to a large number of students simultaneously,and making education more accessible to a wider range o

160、f learners.AI can also advance research through the analysis of vast amounts of data collected from online learning environments,therefore providing valuable insights for improving teaching and learning strategies.34 Navigating the Future of Higher Education with AI 39.Further to this,AI can develop

161、 competency-based programs that focus on the acquisition of specific skills and knowledge,aligning with the growing trend toward micro-credentials.Other applica-tions of AI in teaching include supporting lesson planning with tailored resources,providing virtual assistants powered by AI to act as lea

162、rning companions,and streamlining administrative tasks.Monitoring and assessment tools such as speech monitoring and facial recognition are being explored to gain insights into student engagement and learning progress,though ethical considerations need careful attention here,given the history of bia

163、s in facial recognition,for example,in other contexts.Universities are build-ing AI-powered learning processes.These include AI-powered video summarization,chapter extraction,and personalised learn-ing resource recommendations.AI-powered search engines are also emerging,allowing students to navigate

164、 vast repositories of educational resources efficiently,though attention to privacy is important here.Ethical Considerations and Ontological Principles 40.Interaction is vital for education,and AI should enhance,not replace,student-student and student-teacher interactions.Technosolutionism,the belie

165、f that technology can solve every-thing,was challenged during the Summit.Critical engagement with technology is crucial.Personalist pedagogies,which are ones that emphasise the irreplaceability of interpersonal engagement for the development of the whole person as an individual,advo-cating for activ

166、e consideration of the learners moral compass and social context.The concept of Bildung(or comprehensive educa-tion)was also mentioned,offering a broader perspective than the technical training often associated with AI in education.There was good agreement that,while AI can handle some tasks,humans

167、do have an irreplaceable role in education.Future Praxis 35 41.AI can empower students and create a flourishing learning envi-ronment mediated by the teacher.However,the specifics of these irreplaceable roles remain unclear.Guidelines are needed on how to use AI effectively,including identifying gre

168、en lines for fos-tering academic integrity and essential cognitive capabilities,as well as red lines for when AI should not be used in education.AI could democratise learning,but also enable unethical behav-iours or practices that hinder adequate intellectual development,potentially hijacking educat

169、ions purpose.Developing wisdom,epistemic competencies,critical thinking and collaborating with academic integrity teams are crucial to navigate these challenges.Questions for further reflection What role should AI play in developing personalised learn-ing experiences for students?How might we ensure

170、 that the implementation of AI in higher education does not replace or reduce human-human in-teraction,but rather creates more opportunities for valuable student-instructor and student-student collaboration?How can leaders avoid techno-solutionism while promoting the ethical use of AI?What guideline

171、s are needed to ensure the ethical use of AI in education,particularly regarding academic integrity and critical thinking?Case Study:Future Praxis Enhancing Student Engagement through Emotionally Intelligent Feedback The Smart Feedback project at Tec de Monterrey,led by Professor Lilia Carolina Rodr

172、guez Galvn,explores the integration of AI and Natural Language Processing(NLP)in enhancing educational 36 Navigating the Future of Higher Education with AI feedback.By analysing students emotional states through text-based feedback,the project aims to improve both cognitive and emotional engagement

173、in the learning process.Implemented across several campuses,the initiative impacted 908 students,showing significant improvements in motivation and emotional well-being.The Smart Feedback project demonstrates how AI can be used to personalise and enhance learning experiences by addressing stu-dents

174、emotional needs alongside their academic progress.How-ever,it also highlights the need for transparency in how AI anal-yses and uses personal data to ensure students trust.The project also underscores the importance of ongoing evalua-tion and refinement of AI tools in educational settings.The use of

175、 pre-and post-tests,as well as thematic text analysis,proved cru-cial in assessing the impact of the AI-driven feedback.The Smart Feedback project provides insight into the responsible use of AI in higher education.It emphasises the potential of AI to enhance educational outcomes when used thoughtfu

176、lly and ethi-cally,with a focus on both cognitive and emotional aspects of stu-dent learning.VII.RECOMMENDATIONS 42.For each of these five major areas of concern ethics,innova-tion,leadership,social justice,and future praxis discussions repeatedly returned to the importance of developing AI that is

177、in-clusive and accessible.Against the backdrop of the enormous po-tential of AI is the ever-present concern for it to be a force for good in education.This especially revolves around concerns on linguistic,ethnic,gender,economic and cultural marginalization.Necessary concerns about data privacy,bias

178、,and the potential for AI to perpetuate existing inequalities are also major problems receiving too little attention from both regulators and Big Tech.43.Emerging themes include that infrastructure limitations are signif-icant in many developing regions and countries,especially band-width and connec

179、tivity,coupled with a lack of computing hard-ware.However,there are opportunities for personalised and free learning experiences through intelligent teaching systems.Student consultations are important.Their digital literacies can be culti-vated to use and evaluate variety of AI tools to support per

180、sonal-ised and autonomous learning experiences,and providing valua-ble insight into the learning experience.Therefore,it is important to design governance of AI from,and for,human consciousness and wisdom,and to ensure that AI-based systems offer quality ed-ucation not second-rate education to the l

181、ess privileged.38 Navigating the Future of Higher Education with AI 44.Some key recommendations include:1.Promoting situated innovation involves recognising and val-uing the initial conditions of an institution and setting inno-vation expectations that align with its real possibilities and aspiratio

182、ns,as there is no“one-size-fits-all”approach to in-novation in higher education.2.Promoting an incremental approach to AI innovation in ed-ucation emphasises gradual advances to sustain motivation and avoid frustration caused by the gap between AIs theo-retical potential and the current experiences

183、of institutions.3.Developing a risk map and implementing small-scale pilot projects before scaling up AI use in academic programs en-sures core mission elements are preserved and allows for as-sessing the effectiveness of AI implementations.4.Identifying existing gaps in infrastructure,accessibility

184、,language,digital skills,and student self-regulation and cre-ating conditions to overcome these gaps is essential for ad-vancing inclusion and promoting equity through AI in edu-cation.5.Establishing a data-driven ethical culture requires clear pol-icies around data management and adherence to ethic

185、al standards such as security,transparency,privacy,and ac-countability to guide AI implementation in higher educa-tion.6.Navigating the complexities of AI implementation requires leaders with training in organizational change management Recommendations 39 to ensure that digital transformation affect

186、s all aspects of the organization without succumbing to techno-solutionism.7.Promoting institutional strategies to support educators in upskilling and adapting to AI tools,while rethinking curric-ular designs and traditional assessment practices,is crucial for effectively integrating AI into educati

187、on.8.Fostering discussions and community-wide agreements about academic integrity emphasises ethical awareness and student ownership over their learning process while devel-oping guidelines for the use of AI.9.Promoting consensus-building and deep reflection on insti-tutional values focuses on stude

188、nt autonomy,equity,diver-sity,well-being,and sustainability to ensure coherence and adherence to ethical guidelines in AI implementation.10.Safeguarding and promoting a model of hybridization between technology and human teaching ensures that inter-personal interaction remains a priority in student-

189、centered approaches to education that foster enhancing learner agency and criticality.Globethics is an international non-governmental organisation working for ethical leadership through the integration of academic and public engage-ments.Registered in Geneva,Switzerland,as an independent,not-for-pro

190、fit foundation with an international Board,and affiliated centres across the globe,Globethics seeks to be inclusive of diverse cultural,religious,philo-sophical,and humanist ethical wisdoms,and to be the bridge between the different world views on ethical issues.We strive for a world in which people

191、,and especially leaders,are educated in,informed by and act according to ethical values and thus contribute to building sustainable,just and peaceful societies.The founding conviction of Globethics is that having equal access to knowledge resources in the field of applied ethics enables individuals

192、and institutions from developing and tran-sition economies to become more visible and audible in the global discourse.In order to ensure access to knowledge resources in applied ethics,Globethics has developed four resources:Globethics Library The leading global digital library on ethics with over a

193、 million documents specially curated Globethics Publications A publishing house for authors interested in ethics with over three hundred publications in series Globethics Academy Online and offline courses and training for all on ethics both as a subject and within specific sectors Globethics Networ

194、k A global network of experts and institutions in-cluding a Pool of experts and a Consortium Globethics provides an electronic platform for dialogue,reflection and action.Its central instrument is the website:https:/ Globethics Publications The list below is only a selection of our publications.To v

195、iew the full collection,please visit our website.All products are provided free of charge and can be downloaded in PDF form from the Globethics library and at https:/ print copies can be ordered from at special rates for those from the Global South.Prof.Dr Fadi Daou,Executive Director.Prof.Dr Aml Ad

196、amavi-Aho ku,Academic Dean,Dr Ignace Haaz,Managing Editor.M.Jakob Bhlmann Quero,Editor Assistant.Find all Series Editors:https:/ Contact for manuscripts and suggestions: Policy Series Inclusive AI for a Better Future.Policy Dialogue Report,2024,27p.ISBN 978-2-88931-563-5Indigenous Statements for Env

197、ironmental Justice 2008-2023,2023,50p.ISBN 978-2-88931-558-1 Interfaith Statements for Environmental Justice 2008-2023,2023,62p.ISBN 978-2-88931-556-7Navigating the Future of Higher Education with AI 2024 ICDE Leadership Sum-mit Policy Dialogue Report,2024,39pp.ISBN 978-2-88931-605-2 Co-Publications

198、 Series You Bin,Christian Liturgy,Chinese Catechism 4,2023,222pp.ISBN:978-2-88931-509-3 You Bin,Die Zehn Gebote:Eine chinesischer Katechismus des Lebens,2024,195pp.,ISBN 978-2-88931-604-5 Ignace Haaz/Jakob Bhlmann Quero/Khushwant Singh(Eds.),Ethics and Over-coming Odious Passions Mitigating Radicali

199、sation and Extremism through Shared Human Values in Education,2023,270pp.ISBN 978-2-88931-533-8 Rudolf von Sinner(Eds.),Ethics in Higher Education for Better Lives and Socie-ties Governance,Cyber Ethics and Sustainability,2024,245pp.ISBN 978-2-88931-601-4 Higher Education Series Christoph Stckelberg

200、er,Joseph Galgalo and Samuel Kobia(Eds.),Leadership with Integrity:Higher Education from Vocation to Funding,2021,280pp.ISBN:978-2-88931-389-1 Jacinta M.Adhiambo and Florentina N.Ndeke(Eds.),Educating Teachers for Tomorrow:on Ethics and quality in Pedagogical Formation,2021,196pp.ISBN:978-2-88931-40

201、7-2Erin Green/Divya Singh/Roland Chia(Eds.),AI and Ethics and Higher Educa-tion Good Practice and Guidance for Educators,Learners,and Institutions,2022,324pp.ISBN 978-2-88931-442-3 Aml Adamavi-Aho Eku,Divya Singh,and Jane Usher(Eds.),Leading Ethical Leaders:Higher Education Institutions,Business Sch

202、ools and the Sustainable Development Goals,2023,626pp.ISBN 978-2-88931-521-5 Bruno Frischherz&Gordon Millar,Digital Ethics.A Teaching Handbook,2024,121pp.ISBN 978-2-88931-578-9 Sustainability Series Philipp hlmann&Juliane Stork(Eds.),Religious Communities and Ecological Sustainability in Southern Af

203、rica and Beyond,2024,334pp.978-2-88931-548-2 Journal of Ethics in Higher Education The focus and scope of JEHE is to answer to the request made by many faculty members from Globethics Consortium of higher education institutions,Network,Partners,Regional Programmes and participants to Globethics Inte

204、rnational Conferences to have a new space on Globethics platform for the publication of their research results in a scientific Journal.https:/ ISSN:2813-4389 No.4(2022)/Ethical,Regulative and Legislative Perspectives on Emerging Technologies and Education This is only a selection of our latest publi

205、cations,to view our full collection please visit:https:/ policy report is the outcome of the ICDE leadership Summit hosted by Globethics in Geneva,from 5 to 7 June 2024,in partnership with UNESCO-ICHEI,under the title:Ethical Leadership in the Age of AI:Rethinking Futures of Education.Throughout the

206、 three days,126 participants and 60 speakers from 35 countries contributed to enriching the reflection,from theoretical and practical perspectives,about the future of higher education in the fourth industrial revolution era.The report aims at capturing the outcomes from the presentations and discuss

207、ions and presents them under five titles:1)Ethical Implications of AI in Higher Education,2)A Culture of Innovation,3)Equitable Leadership,4)Social Justice,and 5)Future Praxis.Hence,the report aims to be“an accessible tool to shine a light on some of the key challenges and opportunities that are bef

208、ore us,”ensuring a critical engagement with AI in educational spaces,that fosters accessibility,equity,and quality.NAVIGATING THE FUTURE OF HIGHER EDUCATION WITH AI 2024 ICDE LEADERSHIP SUMMITPOLICY DIALOGUE REPORT2024 ICDE LEADERSHIP SUMMITPOLICY DIALOGUE REPORTNAVIGATING THE FUTURE OF HIGHER EDUCATION WITH AI 2POLICY SERIES