Analysis of Artificial Intelligence Policies for Higher Education in Europe
Fecha:
01/03/2025Palabra clave:
Revista / editorial:
UNIRCitación:
C. M. Stracke, D. Griffiths, D. Pappa, S. Bećirović, E. Polz, L. Perla, A. Di Grassi, S. Massaro, M. P. Skenduli, D. Burgos, V. Punzo, D. Amram, X. Ziouvelou, D. Katsamori, S. Gabriel, N. Nahar, J. Schleiss, P. Hollins. Analysis of Artificial Intelligence Policies for Higher Education in Europe, International Journal of Interactive Multimedia and Artificial Intelligence, vol. 9, no. 2, pp. 124-137, 2025, http://dx.doi.org/10.9781/ijimai.2025.02.011KeywordsAI Literacy, Artificial Intelligence in Education, European Countries Comparison, Higher Education Research, Policy Development. AbstractThis paper analyses 15 AI policies for higher education from eight European countries, drawn from individual universities, from consortia of universities and from government agencies. Based on an overview of current research findings, it focuses the comparison of different aspects among the selected AI policies. The analysis distinguishes between four potential target groups, namely students, teachers, education managers and policy makers. The paper aims at contributing to the further development and improvement of AI policies for higher education through the identification of commonalities and gaps within the existing AI policies. Moreover, it calls for further and in particular evidence-based research to identify the potential and practical impact of AI in higher education and highlights the need to combine AI use in (higher) education with education about AI, often called as AI literacy.DOI: 10.9781/ijimai.2025.02.011Analysis of Artificial Intelligence Policies for Higher Education in EuropeChristian M. Stracke1*, Dai Griffiths2, Dimitra Pappa3, Senad Bećirović4, Edda Polz4, Loredana Perla5, Annamaria Di Grassi6, Stefania Massaro5, Marjana Prifti Skenduli7, Daniel Burgos2,8, Veronica Punzo9, Denise Amram9, Xenia Ziouvelou3, Dora Katsamori3, Sonja Gabriel10, Nurun Nahar11, Johannes Schleiss12, Paul Hollins111 University of Bonn, Bonn (Germany)2 Research Institute for Innovation & Technology in Education, Universidad Internacional de La Rioja, Logroño (Spain)3 Institute of Informatics & Telecommunications, National Centre for Scientific Research “Demokritos” (Greece)4 University College of Teacher Education Lower Austria, Baden (Austria)5 University of Bari, Bari (Italy)6 University of Foggia, Foggia (Italy)7 University of New York Tirana, Tirana (Albania)8 MIU City University Miami, Miami, Florida (USA)9 Scuola Superiore Sant'Anna, Pisa (Italy)10 University College for Teacher Education of Christian Churches Vienna/Krems, Krems (Austria)11 University of Bolton, Bolton (UK)12 Otto von Guericke University Magdeburg, Magdeburg (Germany)* Corresponding author: stracke@uni-bonn.deReceived 12 December 2024 | Accepted 11 February 2025 | Published 20 February 2025 I. IntroductionTHE need for society to guide the development of Artificial Intelligence (AI) technologies in a way that maximizes their benefits and minimizes their risks is currently driving the development and implementation of AI policies. This is crucial for ensuring that AI systems are designed and used to serve the common good, are compatible with human values and ethical principles and are not misused. AI policies are essential for AI systems to operate fairly, ethically, and transparently according to societal norms and values. They can provide frameworks that enable organizations and citizens to thoughtfully address ethical challenges related to autonomy, bias, explainability, privacy, and accountability, and to ensure that AI systems contribute positively to society [1]. AI systems should not perpetuate or escalate harm or inequality, as in cases of AI-enabled GPT detectors that have frequently misclassified non-native English writing as AI generated, raising concerns about fairness and bias [2]. AI policies are therefore needed to protect individual and public interests but also to encourage innovation in AI tools and applications and to promote cooperation in AI provision and use.AI policies and regulations exist at different levels and address various stakeholders. In our study we focus on AI policies in higher education as our key research and working field.Tipo de Ítem:
articleDirección web:
https://www.ijimai.org/index.php/ijimai/article/view/266
Resumen:
This paper analyses 15 AI policies for higher education from eight European countries, drawn from individual universities, from consortia of universities and from government agencies. Based on an overview of current research findings, it focuses the comparison of different aspects among the selected AI policies. The analysis distinguishes between four potential target groups, namely students, teachers, education managers and policy makers. The paper aims at contributing to the further development and improvement of AI policies for higher education through the identification of commonalities and gaps within the existing AI policies. Moreover, it calls for further and in particular evidence-based research to identify the potential and practical impact of AI in higher education and highlights the need to combine AI use in (higher) education with education about AI, often called as AI literacy.
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