Imagine a world in which a machine could provide students with personalized feedback, generate content tailored to their needs, or even predict their learning outcomes.
With the rapid emergence of generative AI, notably ChatGPT and other large language models (LLM), such a world seems to be upon us.
However, as the horizon of education expands with these advancements, we must also consider the labyrinth of ethical challenges that await us.
Educational research has experienced accelerated growth in its relationships with LLMs, as evidenced by our new scoping review.
These studies revealed that LLMs have found their way into an impressive 53 types of application scenarios in the automation of educational tasks. These range from predicting learning outcomes and generating personalized feedback to creating assessment content and recommending learning resources.
While this paints a striking picture of the vast potential that LLMs offer to reshape educational methods, the challenges are numerous.
Many of the current innovations using LLMs have yet to be rigorously tested in real-world educational settings.
Additionally, transparency surrounding these models often remains confined to a niche group of AI researchers and practitioners.
Learn more: Adapting university assessment to the era of ChatGPT
This insularity raises legitimate concerns about the broader accessibility and usefulness of these tools in education.
Privacy, data use concerns and looming costs associated with commercial LLMs such as GPT-4 add layers of complexity to this discussion.
Beyond financial concerns, the ethical ramifications of how student data is processed, the potential for algorithmic bias in educational recommendations, and the erosion of personal autonomy in learning decisions also present significant challenges for widespread adoption.
One can’t help but wonder if these technologies are ready for widespread adoption in education, or if they are reserved for those who can navigate the intricacies of AI and bear the associated costs?
Implications in educational technologies
From our review, three central implications emerge:
First, while there is a golden opportunity to leverage cutting-edge LLMs for pioneering advances in educational technology, it is imperative to use them judiciously.
Innovations in areas such as instructional support, assessment, feedback provision, and content generation could transform the educational landscape, potentially reducing the burden on educators and enabling more personalized experiences for students.
But the economic implications of business models like GPT-4 could make this vision a dream rather than a reality.
Second, there is an urgent need to raise reporting standards within the community. In an era dominated by proprietary AI technologies like ChatGPT, transparency is not only a noble ideal, it’s a necessity.
To foster trust and facilitate wider adoption, it is essential that we advocate for open source models (e.g. Llama 2), detailed datasets and rigorous methodologies.
It’s not just about improving reproducibility, it’s also about engendering trust and ensuring that the tools we advocate match the broader needs of the education community.
Last, but not least, is the urgent call for a human-centered approach to the development and deployment of these technologies. Ethical AI is not just about sticking to a list of principles: it is about embedding human values into the very fabric of these systems.
Stakeholder engagement is essential
By involving stakeholders, from teachers and policymakers to students and parents, in the process of developing, testing and refining AI technologies, we ensure that the technology serves the community, rather than the other way around.
When these systems make decisions that impact real lives, the people involved must not only be aware of them, but also have a deep understanding of the logic, potential biases and associated risks.
Learn more: Rising from the ashes: higher education in the age of AI
Ultimately, we believe that generative AI and LLMs, with their tantalizing capabilities, are a double-edged sword. They promise to revolutionize education, but come with a new set of challenges around ethics, transparency and inclusiveness.
As these models gradually become integrated into our educational fabric, active and ongoing dialogue between all stakeholders is crucial.
In navigating this brave new world, we must ensure that technological advancements are both ethically sound and genuinely beneficial, leading us not just into the future of education, but into a better future for all.
This article first appeared as a BERA Blog.
