在高等教育中利用人工智能的時(shí)代：面向高等教育利益相關(guān)者的入門(mén)指南-93正式版-WN8

HarnessingtheEraofArti?cial

IntelligenceinHigherEducation

APrimerforHigherEducationStakeholders

UNESCO–agloballeaderineducation

EducationisUNESCO’stopprioritybecauseitisa

basichumanrightandthefoundationforpeace

andsustainabledevelopment.UNESCOisthe

UnitedNations’specializedagencyforeducation,

providingglobalandregionalleadershiptodrive

progress,strengtheningtheresilienceandcapacity

ofnationalsystemstoservealllearnersand

respondingtocontemporaryglobalchallenges

throughtransformativelearning,withspecialfocus

ongenderequalityandAfricaacrossallactions.

TheGlobalEducation2030Agenda

UNESCO,astheUnitedNations’specializedagencyfor

education,isentrustedtoleadandcoordinatethe

Education2030Agenda,whichispartofaglobal

movementtoeradicatepovertythrough17Sustainable

DevelopmentGoalsby2030.Education,essentialto

achieveallofthesegoals,hasitsowndedicatedGoal4,

whichaimsto“ensureinclusiveandequitablequality

educationandpromotelifelonglearningopportuni-

tiesforall.”TheEducation2030FrameworkforAction

providesguidancefortheimplementationofthis

ambitiousgoalandcommitments.

Publishedin2023bytheUnitedNationsEducational,Scienti?candCulturalOrganization,7,placedeFontenoy,75352Paris07

SP,FranceandtheUNESCOInternationalInstituteforHigherEducationinLatinAmericaandtheCaribbean(IESALC),Edi?cio

Asovincar,Av.LosChorrosconCalleAcueducto,AltosdeSebucán.Caracas,1071,Venezuela.

Theideasandopinionsexpressedinthispublicationarethoseoftheauthors;theyarenotnecessarilythoseofUNESCOanddonot

committheOrganization.

?UNESCO2023

Documentcode:ED/HE/IESALC/IP/2023/27

ThispublicationisavailableinOpenAccessundertheAttribution-ShareAlike3.0IGO(CC-BY-SA3.0IGO)license(http://

/licenses/by-sa/3.0/igo/).Byusingthecontentofthispublication,theusersaccepttobeboundbytheterms

ofuseoftheUNESCOOpenAccessRepository(/open-access/terms-use-ccbysa-en).

Thedesignationsemployedandthepresentationofmaterialthroughoutthispublicationdonotimplytheexpressionofany

opinionwhatsoeveronthepartofUNESCOconcerningthelegalstatusofanycountry,territory,city,orareaoritsauthoritiesor

concerningthedelimitationofitsfrontiersorboundaries.

SomesectionsofthisPrimerwere?rstpublishedinorhavebeenadaptedfromUNESCOIESALC(2023)ChatGPTandArti?cialIntelligenceinHigherEducation-QuickStartGuide.

CoverimagecreatedbyDALL.E2,anAIsystemthatcancreaterealisticimagesandartinresponsetoatextdescription.The

promptused:produceaportraitofthefutureofhumanandAIinteractioninhighereducation,Kandinskystyle.Conceptby

UNESCOIESALC.

Authors:BosenLilyLiu,DianaMorales,JaimeFélixRoserChinchilla,EmmaSabzalieva,AriannaValentini,

DanieleVieiradoNascimento,ClarisaYerovi

Graphicdesignandlayout:CésarVercher

Copyeditor:AnnetteInsanally

Formoreinformation,pleasecontact:info-IESALC@+582122861020

UNESCOIESALCacknowledgesthevaluableinsightsandfeedbackprovidedbyreviewers:DameonBlack,JamaicaTertiary

EducationCommission;OldaM.CanoLassondedeArauz,UniversidadAutónomadeChiriquí,Panamá;MatthiasEck,UNESCO

SectionofEducationforInclusionandGenderEquality;KeithHolmes,UNESCOFutureofLearningandInnovationTeam;

SvetlanaKnyazeva,UNESCOInstituteforInformationTechnologiesinEducation;FengchunMiao,UNESCOFutureofLearning

andInnovationTeam;RoySaurabh,UNESCODivisionforPoliciesandLifelongLearningSystems;MarkWest,UNESCOFutureof

LearningandInnovationTeam.

HarnessingtheEraofArti?cialIntelligenceinHigherEducation:APrimerforHigherEducationStakeholders

HarnessingtheEraofArti?cialIntelligenceinHigherEducation:

APrimerforHigherEducationStakeholders

TableofContents

Foreword4

6AIfromhighereducationtothelabourmarket43

Highlights5

6.1Thefutureofworkandimplications

forhighereducation44

6.2SkillsfortheAIera46

1Introduction9

6.3Lifelonglearning51

1.1Methodology11

7KeychallengesforAIinhighereducation52

2Understandingarti?cialintelligence12

7.1GlobalinequalityinthedistributionofAI53

2.1Whatisarti?cialintelligence?13

7.2AI,inclusionanddiversity55

2.2Techniquesandsub?eldsofAI15

7.3AIandsustainability58

2.3RecentdevelopmentsinAI18

7.4ThefutureofAIandhighereducation58

2.4CommonapplicationsofAI20

8TheethicsofAIinhighereducation60

3AIandlearning,teachingandassessment21

8.1UNESCORecommendationontheEthicsofAI61

3.1Personalizedlearning22

8.2Academicintegrity64

3.2Learnerinclusionandwellbeing26

8.3Regulationandguidelines64

3.3Analysingandassessingstudentprogress27

8.4Datasecurityandprivacy65

3.4Teacherprofessionaldevelopment28

8.5Databias65

8.6Commercialization66

4AIandhighereducationadministration

andmanagement30

9PracticalGuidetoResponsiblyIntegratingAI4.1Institutionaladministrationandmanagement31

intoHigherEducation68

4.2Studentadministration33

9.1Buildinternalcapacity69

4.3Institutionalservicesandsupport35

9.2DevelopapolicyframeworkforAI70

9.3Innovateinpedagogyandskillstraining72

5AIandresearch37

9.4PromoteAIresearchandapplication73

5.1ResearchonAI38

9.5Mobilizeknowledgeand

communitiesaroundAI76

5.2AI-poweredtoolsforresearch39

9.6ImprovegenderequalityforAI

5.3ResearchontheSustainable

andhighereducation77

DevelopmentGoalsusingAI41

5.4RisksandimplicationsofusingAIinresearch42

10Recommendations78

References80

3

HarnessingtheEraofArti?cialIntelligenceinHigherEducation:APrimerforHigherEducationStakeholders

Foreword

NooneinhighereducationshouldavoidthedutytoassesstheirthinkingandpoliciesregardingtheuseofAItoimprove

opportunitiesandchallengesofarti?cialintelligence(AI)andprocessesandoutcomesattheirinstitutions.Ithasbeen

thentakeactionsimplybecauseoffearoftheunknown.Fordesignedasbothacomprehensiveandcomprehensible

goodorbad,everyoneinhighereducationmustacquireatintroductiontoAIinhighereducationandapracticaltool

leastabasicunderstandingofAItomakeinformeddecisions.forguidanceandreference.Italsoincludessomeurgent

Whenoursocieties,cultures,values,politicalsystems,andrecommendations.

economiesfacetheincrediblechallengeofAI,ourcitizens

legitimatelyexpectguidancefromhighereducation.

AIpresentsHEIswithyetanotheropportunitytodemonstrate

theirvaluetooursocietiesandpeople,astheydidduringthe

First,highereducationinstitutions(HEIs)arenotonlypandemic.HEIsareexpectedtobealighthousewhenever

engagedintheresearchanddevelopmentthatpromotesamajorcrisisemerges.AtUNESCOIESALC,wewouldbe

furtheradvancementsinAIbutalsotrainmostprofessionalshonouredifthiscontributionhelpstokeepthelightonand

who,directlyorindirectly,willworkintheAIindustryormustforittoshineevenbrighter.

adapttheirskillstotakeadvantageofAI.Ultimately,HEIs,

particularlyuniversities,shouldo?ertheircapacitiesasa

values-drivennestwhereAIcanresideandevolve.Second,

highereducationcan,moreover,helpusalltohaveacritical

approachtoAI,empoweringustoplaceAIattheserviceof

humandevelopment,ratherthanpassivelyandmindlessly

waitingforwhateverimpactsitmayhaveonourlives.

BothreasonssubstantiatetheneedforaPrimerlikethis

whichUNESCOInternationalInstituteforHigherEducation

inLatinAmerica&theCaribbean(IESALC)ispleasedtoo?er

tothewidercommunityofhighereducationstakeholders

worldwide.Itaimstoprovidethebasicinformationandtips

FrancescPedró

Director,UNESCOIESALCthatwouldallowhighereducationstakeholderstodevelop

4

HarnessingtheEraofArti?cialIntelligenceinHigherEducation:APrimerforHigherEducationStakeholders

Highlights

Understandingarti?cial

intelligence

AIandlearning,

teachingandassessment

Thereisnooneuniversallyacceptedde?nitionofAI.AIcanbeappliedtolearning,teachingandassessment

UNESCO’sapproachtoAI,whichwouldofnecessityinarangeofways.However,whileo?eringexciting

changeovertimetoalignwithfuturedevelopments,prospectstoapplytechnologyforpositivechange,

focusesontheimitationofhumanintelligence:thereremainmanyrisksandchallenges.

“machinescapableofimitatingcertainfunctionalities

ofhumanintelligence,includingsuchfeaturesas

perception,learning,reasoning,problem-solving,

languageinteraction,andevenproducingcreative

work”(UNESCO,2019b,p.24).

Personalizedlearningprovidesstudentsand

teacherswithindividualizedfeedback,helpsdetect

whichstudentsrequirefurtherassistance,and

boostsstudents’learningperformance.AItools

forpersonalizedlearningprovidepersonalized,

AIhastwocapabilities:Arti?cialNarrowIntelligenceadaptiveinstructionandcanbeusedforindividual

(ANI)andArti?cialGeneralIntelligence(AGI).ANI,orcourserecommendations,helpingstudentsadvance

weakAI,isthetypeofAIthathasbeenachievedsoattheirownpace,redirectingthemtoadditional

far.WithinANI,machinelearningisthemostpopularreinforcementmaterialswhenneededandproviding

techniquetothepointthatmanytimesthesetwofeedbacktotheirteachersontheirprogress.

concepts(AIandmachinelearning)areusedasPersonalizedlearninghasawidearrayofapplications,

synonyms.AGI,alsocalledhuman-levelAIorstrongAI,suchasintelligenttutoringsystems,chatbotsto

iscurrentlyatheoreticaltypeofAIthat,ifeverreached,supportlearningandteachingandvirtualand

wouldbecomparabletohumanintelligence.augmentedreality.

AIcanalsobecategorizedbyitspredictiveorAItoolscansupportstudentswhoareblindorhave

generativefunction.PredictiveAIisatypeofmachineimpairedvision,aredeaforhardofhearing.Theycan

learningalgorithmthatanalysesdataandforecastssupportlanguageinclusivityandprovideemotional

futureeventsorresults.Incontrast,generativeAIandpracticalsupport.UsingAI,onlineplatformscan

specializesinproducingnewcontent.identifypatternsinstudentprogression.Learning

Morereliabledata,thegreaterquantityofdata,

algorithmicadvancesandfundingareallfactorsdriving

recentinterestinAI.ThenumberofAIpublicationshas

experiencedsteadygrowth,constitutingover2.2%of

allscienti?cpublicationsin2018(Baru?aldietal.,2020).

In2021,almosthalfamillionpublicationsonAIwere

producedinEnglishandChinese(StanfordUniversity,

analyticsareincreasinglyusingAItocollect,analyse

andreportdataonlearning,teachingandassessment.

WiththepopularizationofChatGPT,studentsare

alreadyturningtoAItohelpthemwithassessments.

AnotherapplicationofAIisrobot-graders,or

automatedplatformsthatgradeorassistteachersto

gradeassignmentsandgivefeedbacktostudents.

2023).By2030,thepotentialcontributionofAItoTeachingsta?atHEIsarethemostlikelytohave

theglobaleconomyisestimatedatUS$15.7trilliontheirrolea?ectedbyAItechnologiesandtohavea

(PWC,2019).ThevolumeofprivateinvestmentinAIcentralroleintheintegrationofAItechnologiesinHE,

researchanddevelopmentdominatesthe?eld,evenparticularlyinrelationtorethinkingassessmentandto

asgovernmentsareexponentiallyincreasing?nancingteachingandupholdingacademicintegrity.Teacher

forAI.professionaldevelopmentiskey.

5

HarnessingtheEraofArti?cialIntelligenceinHigherEducation:APrimerforHigherEducationStakeholders

AIandhighereducation

administrationandmanagement

AIandresearch

ResearchonAIhasgreatlyincreased.Based

TheimpactofAIonhighereducationisalreadybeingfelt

stronglyinthewaythatHEIsaregovernedandmanaged.Data

canbeusedinAItoolsthatsupportlearningandteaching

processes;itcansimilarlyinformgovernanceandmanagement

processesandprocedures,potentiallymakingthemmore

e?ectiveande?cient.

HEIsplayanimportantroleinshapingtheresponsible

developmentanddeploymentofAItechnologyanditis

essentialtoincorporateguidanceonAItoaddressvarious

aspectssuchasacademicintegrity,researchethics,andthe

broaderimplicationsofAIdeployment.

TheintegrationofAIintohighereducationinvolves

considerationsofbothatechnicalandorganizationalnature.

Theseincludehardwareresources,softwarerequirements,data

managementstrategies,personnelandskills,andsecurityand

privacyconcerns.

onrecentpublicationtrends,therehas

beenasurgeinpublicationsconcerning

patternrecognitionandmachinelearning

inthelast?veyears.However,only1.4%

ofarticlesonAIapplicationsinhigher

educationaddressedissuesrelatedto

ethics,challengesandrisks.

AIisaninterdisciplinaryandcomplex

?eldandshouldinvolveresearchersfrom

acrossmanydi?erentareasofresearch,

someofwhomarepredictingthatthenext

breakthroughsinAIwillbebasedonits

interdisciplinarynature.

AIcanbeusedbyresearchersforthe

lifecycleofaresearchproject,from

designingresearchthroughtodata

ThespreadofAIislikelytoa?ectmanyadministrativeroles

withinHEIs.ThesenaturallyincludeITservices,andalso

encompassadmissions,studentservices,library,marketing,and

?nance.AIcanbesuccessfullyembeddedonlywithadequate

trainingandaculturalshift.

Highvolumeadministrativetasks,fromadmissionsto

procurement,candrainhumanand?nancialresourcesforHEIs.

AIcanbeusedinscenarioswherelargepre-existingdatabases

areavailablewheremachineleaningtechniquescanbeapplied.

collectionandanalysis,andwritingup/

presentinganddisseminatingresearch

results.Forexample,machinelearning

(ML)anddeeplearning(DL)canbeusedto

identifypatternsandrelationshipswithin

largedatasetsthatmaynotbereadily

apparenttohumanresearchers.Research

usingAItoolsissupportingtheSustainable

DevelopmentGoals,withexamples

providedinthechapter.

Similartotheuseofchatbotsbystudentsforadministrative

tasksorlearning,prospectivestudentscanalsobene?tfrom

AI-basedapplicationsthatcansolvetheirquestionsand

guidethemthroughthesometimesburdensomeadmission

procedures.Additionally,AIcanbeusedtoidentifystudents

withpotentiallyvulnerablepro?leswhomightbeatriskof

dropout,allowingtheHEItousethisinformationtotake

proactivemeasurestopreventit.

Thereareanumberofchallengestousing

AI-poweredtoolsinresearch,perhaps

foremostamongthemtherisksthatcould

underminetheoriginalityofknowledge

production.Therearealsospeci?cethical

challengestousingAIinresearchthatare

uniquetohighereducationsettings,suchas

institutionalethicsreviewprocesses.

PracticalGuidetoResponsiblyIntegratingAIintoHigherEducation

AIisexpectedtobringaboutprofoundchangesfor

thehighereducationsector,presentingnumerous

opportunitiesaswellasseriousandurgentchallenges

thatmustbeaddressedinthetransitiontowardsAI-driven

systems.ThischapterprovidesaPracticalGuidetargeted

athighereducationleaders,settingoutactionable

ThePracticalGuidehasbeendesignedwithHEIsin

resource-constrainedcontextsinmind,butitisalso

intendedtobe?exibleandresponsivetoarangeoflocal/

globalinstitutionalandregulatorysituations.Itsignals

actionsthata?ectinternalcapacitybuilding,institutional

governance,teaching,research,andcommunity

recommendationsandstepsthatcanbetakenatan

institutionalleveltoadapttoAIinaresponsibleand

ethicalmanner.

engagement.Theseactionsalsoincludespeci?c

recommendationsongenderequalitythatcanleadto

transformationbyaddressingtherootcausesofgender

inequalities.

6

HarnessingtheEraofArti?cialIntelligenceinHigherEducation:APrimerforHigherEducationStakeholders

KeychallengesforAIinhighereducation

Theglobaltake-upanddevelopmentofAIinhigher

educationisnotevenlydistributed.Thisisinlinewiththe

generalAIdividebetweencountriessuchasChinaandthe

USAwhereAIhasbeenmoreconcentrated,andregionssuch

assub-SaharanAfrica,partsofCentralandSouthAsia,and

partsofLatinAmericawhereAIhasnotdevelopedatthe

samescale.

inregionswithresourceconstraints,dataavailabilityand

compatibilityposesigni?cantchallenges.Forexample,

thelackofdatasetsonAfricathataresuitableformachine

learningpurposescontributestothestructuralinequalities

facedbythatregion.

AIcanhelpreducebiasindecision-makingbyreducinghu-

mans’subjectiveinterpretationofdata,butAIalsoscalesbias.

AIisbuiltondata,andifthedataitselfisskewed,itcanhave

negativeconsequencesfortheAIsystem.And,intheabsence

ofabroaderrangeofengineersandresearchers,AIproducts

mightresultintheproliferationofbiasonalargescale.

Thegendergapinscience,technology,engineeringand

maths(STEM)?eldsstartswellbeforehighereducationand

isalsomanifestedinsocietalnormsandexpectations.The

participationofwomeninAI-relatedacademicresearch

issigni?cantlylowerthanmen.Besidesunequalgender

representation,AIcanalsocreateandincreaseracismand

discrimination.Onlybyfosteringatrulydiverseandinclusive

STEMenvironmentcanthecreationofAIsystemsthatare

fair,unbiased,ande?ectivelyserveallsegmentsofsociety,be

ensured.

AIsystemscreateissuesofsustainabilityduetotheir

consumptionofnaturalresources.Oneconservative

estimateisthatChatGPTtrainingisequivalenttothe

monthlypowersupplyofasmallcity.

Lookingahead,itcanbeexpectedthattraditional

approachestohighereducationwillbechallengedbyAI,

possiblyleadingtosomeofthefollowingoutcomes:

HEIswillcreatepoliciesandguidelinesontheuseofAI

inteaching,learningandassessment

ModesofassessmentwillberethoughttointegrateAI

oridentifyalternativeassessments

Thestudentexperiencewillbeenhancedthrough

AItools,theuseofchatbotswillproliferateinhigher

education,andmoregenerativeAItoolswillbetrained

toassiststudentsintheirlearning

RolesinHEIswillchangealongsideashiftinthe

expectationofleaders,sta?,andfaculty

Data-informeddecision-makingwillbecomemore

prominentinHEIsthathavearobustdataarchitecture

Researchinhighereducationwilladdtoknowledge

aboutaspectsofAIthatarecurrentlyunderexamined,

andAIethicstrainingwillbecommonplace

ManymorecoursesonAIwillbeavailable,notonly

thosetrainingAIspecialistsbutothersthatprovide

moregeneraleducationonAI,ethics,andotheraspects

EducatingthegeneralpublicaboutAIwillbecomepart

ofHEIs’communityengagementmission.

TheethicsofAIinhighereducation

In2021,UNESCOadoptedtheRecommendationontheEthicsrisks,ifabused.Itisessentialtoinstallthenecessary

ofArti?cialIntelligence,whichincludes11areasofpolicy

actiontoguideMemberStatesonoperationalizingthe

valuesandprinciplessetoutintheRecommendation.This

safeguardstopreventdatatheftandunduemodi?cation.To

thisend,HEIsmusthaveadatagovernancestrategywhen

usingAIintheirinstitutions.

chapteroutlineshoweachareaofpolicyactioncouldbe

understoodandimplementedthroughthelensofhigher

education.Itconnectstospeci?cactionsthatHEIscantake,

andthesearediscussedindetailinthePracticalGuide.

CallsforHEIstoupdatetheirguidanceontheuseof

Fromanethicalperspective,therearethreemainareas

wherethedependenceondatacancreateandperpetuate

bias:intheprocessoflabellingdata,inthechoiceofdataset,

andinthereplicationofcognitivebias.Furthermore,

algorithmsarebeingtrainedonhighlybiasedmaledatasets,

AIinteaching,learningandassessmenthavebecome

signi?cantlymorepronounced.Ingeneral,recent

developmentshaveincreasinglyledtocallsfromeducators,

policymakersandprivatesectorleadersaliketoprovide

moreinthewayofregulationandguidelines.

Thelargeamountofdatabeingcollectedandapplied

tobuildandmaintainAIsystemsusedinHEIcanbene?t

studentsandinstitutions.However,thisdataalsopresents

whichyielddiscriminatoryoutcomes.

IntherealmofAI,industrynowdominatesacademia.This

couldpotentiallyinduceprocessandproducte?ciencies

thatreducecostsande?ort,butthecommercializationof

AImayleadtoitsfurtherdevelopmentonlyinareasthatare

likelytogeneratepro?tforindustry,therebyreducingthe

likelihoodofacademialeading‘blueskies’(basic)research.

7

HarnessingtheEraofArti?cialIntelligenceinHigherEducation:APrimerforHigherEducationStakeholders

Recommendations

Oneofthekeyissuesforhighereducationinstitutionsintheimmediatefuture,regardlessoflocationorresourcelevel,

istheneedforHEIleadershiptobeequippedtoadvanceintheresponsibleimplementationofAI.ThePracticalGuide

setsoutdetailedactionsforresponsiblyintegratingAI.Torecap,theserecommendationsare:

Buildinternalcapacity;

DevelopapolicyframeworkforAI;

Innovateinpedagogyandskillstraining;

PromoteAIresearchandapplication;

MobilizeknowledgeandcommunitiesaroundAI;

ImprovegenderequalityforAIandhighereducation.

Whilewide-ranging,thePracticalGuideshouldbeseenasa?exiblesetoftoolsthatshouldbecontextualizedinthelocal

realityandadjustedasAItechnologydevelops.

Forgovernmentsandpolicymakers,therecommendationsaretobeappliedonawiderscale:

BuildcapacitywithinpolicymakingstructurestobetterunderstandAI,itspossibilities,limitationsandrisks;

Fosterinterdisciplinaryandcross-sectoralspacesfordiscussiononAIissues,andactivelyengageawiderangeof

stakeholders;

RegulateAI,withemphasisontheethicalandsafetyimplicationsofAI,andprovideguidancetoHEIsabouttheuseofAI;

FundtraininganddevelopmentforAIcoursesandAIethicscoursesinhighereducation;

FundinterdisciplinaryresearchonAIandincentivizeresearchcollaborationacrossborders;

AssurethatHEIshavetherequiredconnectivityandinfrastructuretodeployAItools;

EnsurethathighereducationqualityassuranceprocessesareupdatedandthattheyincludeAIethics.

Incaseswheregovernmentsregulatecurriculum/guidancetoHEIs,includecriticalthinkingasameta-skilltobe

taughtacrossallcourses;

IntroducepoliciesandprogrammestoovercomemarginalizationofpeopleinAIbasedontheirgender,race/ethnicity

orotherfactor.

8

HarnessingtheEraofArti?cialIntelligence

inHigherEducation:

APrimerforHigherEducationStakeholders

1Introduction

1.1Methodology

HarnessingtheEraofArti?cialIntelligenceinHigherEducation:APrimerforHigherEducationStakeholders

Introduction

AsaseriesoftechnologicaldevelopmentsdesignedtostatesadoptedtheRecommendationontheEthicsofAIin

imitatehumancognitionanddecision-making,arti?cial2021,settingforwardaunanimouslyapprovedframeworkfor

intelligence(AI)isprofoundlyrecon?guringeveryaspectofthedevelopmentanduseofAItechnologies(UNESCO,2021c).

societies,economies,andlabourmarkets.AIisanexampleof

technologydevelopingfasterthaninstitutionscanrespond,

withlimitedtimeandresourcestoforeseetheimplications.

WiththeadventandrapiddevelopmentofgenerativeAIin

theearly2020s,theuseandapplicationofAIhasneverbeen

greater,andthedynamismthishasproducedalsomeans

thattherisksandimplicationsforequityanddiversityof

knowledgehavealsoneverbeengreater.

Asthekeyinstitutionforknowledgecreationand

disseminationinsocietiesaroundtheworld,HEIsshould

beleadingthewayinensuringthatAIworksforhumans,

holdingpeople’sgoalsandvaluesatitscore,andbeing

usedtosupportplanetarysustainability.Assuch,and

followingUNESCO’scommitmenttofurtherresearchand

supporttheimplementationofAIineducation,andtodoso

guidedbyethicalvaluesandprinciples,UNESCO’sInstitute

Highereducationhasthepotentialtoplayasigni?cantroleforHigherEducationinLatinAmericaandtheCaribbean

inshapingthecurrenteraastheskillsandtechnologiesto(UNESCOIESALC)o?ersthisAIPrimerforhighereducation

developAIareadvanced,knowledgeaboutAIisgeneratedstakeholders.

andshared,andpeoplearesupportedtoadjustandadapt

inthefaceofthisandothertechnologicalchanges.Yet,to

date,AIhasnotbeenwidelyintegratedintohighereducation

institutions(HEIs),developingfastestinalimitednumberof

countrieswithhugeglobalgapsremaining,particularlyin

resource-constrainedcontextsandincountrieswherethe

infrastructureofconnectivitythatunderpinsAItechnologyis

notassured.

ThePrimeristargetedattheglobalhighereducation

communityincluding,butnotlimitedto,policyand

decisionmakersacrossgovernment,academia,regulators,

andqualityassuranceprofessionals.ThePrimerprovidesa

detailedstudyofwhatAIis,howitiscurrentlyusedacross

thefunctionsofhighereducation,andhowtograpplewith

someoftheimpactsandethicaldilemmasarisingfromthe

spreadofAI.ThroughoutthePrimer,evidenceofAIdesign,

Furthermore,theethicaldimensionsofincreasedAIimplementationandimpactinhighereducationisprovided

applicationareonlybeginningtobeunderstood.Inunderthefollowingheadings:

recognitionoftheimpactofAIonalllevelsofeducation,

a2019InternationalConferenceonArti?cialIntelligence

andEducationco-organizedbyUNESCObroughttogether

UnderstandingwhatAItechnologyentails,recent

developmentsinAI,aswellasitscommonapplications;

representativesfromMemberStates,international

AIinhighereducationlearning,teaching,andorganizations,academicinstitutions,civilsociety,andthe

assessment;

privatesectortoreachagreementonnecessaryadaptations

AIandhighereducationadministrationand

totheAIera,exchangeinformationandlessonslearned,build

management;

internationalcooperationandexaminethepotentialofAIto

meetSustainableDevelopmentGoal(SDG)4oninclusiveand

equitablequalityeducation.

ResearchonAI,AI-poweredtoolsforresearch,and

researchontheSDGsusingAI;

TheresultingBeijingConsensusonArti?cialIntelligenceand

Education(UNESCO,2019a)wasthe