Artificial Intelligence in Higher Education Framed by a Pedagogy First Approach
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Beschreibung
This book discusses the integration of artificial intelligence into higher education, viewed through diverse academic, pedagogical, and technological lenses. The chapters explore how AI is being embedded in university-level teaching and learning, not as an external add-on, but as an active participant in transforming instructional design, student support, assessment, and curriculum planning.
A key focus throughout the book is the relationship between human educators and intelligent systems. Contributions examine how generative AI tools are being used to support self-regulated learning, refine learning outcomes, automate design processes, and stimulate creativity in domains ranging from STEM to arts and design. The authors highlight the need for educators to engage not only with the functional affordances of AI, but also with the ethical, epistemological, and professional challenges it introduces. The book offers insights into institutional responses to AI, especially within developing countries, where higher education systems are negotiating access, quality, and sustainability. These perspectives provide a broader view of how AI adoption interacts with policy, infrastructure, and local educational cultures.
Chapter 6,7,8 is available open access under a Creative Commons Attribution 4.0 NC-ND International License via link.springer.com.
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This book discusses the integration of artificial intelligence into higher education, viewed through diverse academic, pedagogical, and technological lenses. The chapters explore how AI is being embedded in university-level teaching and learning, not as an external add-on, but as an active participant in transforming instructional design, student support, assessment, and curriculum planning.
A key focus throughout the book is the relationship between human educators and intelligent systems. Contributions examine how generative AI tools are being used to support self-regulated learning, refine learning outcomes, automate design processes, and stimulate creativity in domains ranging from STEM to arts and design. The authors highlight the need for educators to engage not only with the functional affordances of AI, but also with the ethical, epistemological, and professional challenges it introduces. The book offers insights into institutional responses to AI, especially within developing countries, where higher education systems are negotiating access, quality, and sustainability. These perspectives provide a broader view of how AI adoption interacts with policy, infrastructure, and local educational cultures.
Chapter 6,7,8 is available open access under a Creative Commons Attribution 4.0 NC-ND International License via link.springer.com.
Highlights the role of AI in promoting equitable access to education Addresses the integration of AI across various educational settings Offers a blend of practical insight, scholarly depth, and thematic diversity in AI and higher education
Autor*in
Linda Daniela
Themen in »Artificial Intelligence in Higher Education Framed by a Pedagogy First Approach«
Personalized Self-Regulated Learning Integration of Gen AI into education AI-assisted pedagogy AI in the research and learning process Fairness and equality in education AI hallucinations AI chatbot technologies in higher education Knowledge Building Analytics Technology AI in immersive learning and gamification Collaborative learning Sustainable tertiary education AI-assisted higher education in developing countries Construction education AI in environmental and disaster education AI in Industrial Design workshops