Generative AI in Higher Education

With the integration of generative artificial intelligence (AI), teachers and learners now have access to powerful tools to enhance their productivity and effectiveness in their work. To meet the demands of this dynamic educational landscape, teachers must embrace AI to handle repetitive tasks, freeing them to focus on more intelligent and humanistic responsibilities. For learners, responsible use of AI could make learning more fun, personalized, flexible, and enriching. This insightful new book explores the evolving role of educators in higher education in a world of rapid technological advancements and provides a practical outline of the available technologies.

By integrating Generative AI into teaching and learning, Higher Education Institutions can contribute to achieving inclusive and equitable quality education, a target of the UN Sustainable Development Goals, and promote lifelong learning opportunities for all. Generative AI can be used to enhance teaching and learning experiences, foster creativity, and develop new learning experiences in higher education. This book is a valuable resource for educators navigating the ever-changing landscape of education technology. With scientific background, practical insights and actionable tips, this book will be of interest to scholars of emerging technologies and innovation in education. It will also be of practical use to instructors seeking to harness the power of generative AI, enhancing productivity and transforming their approach to personalized learning.

“I found the book "Generative AI in Higher Education: Innovation Strategies for Teaching and Learning" to be a pragmatic exploration of the transformative capabilities of easily accessible AI tools, such as ChatGPT, in academia. This compelling work illuminates the significant impact of AI on educators and students alike. One of the most persuasive arguments made is that in this era, new paradigms of teaching and learning are emerging. Those who will thrive during this phase of creative disruption are not merely those who grasp the theories and practices of education but also those who can responsibly and efficiently use AI to innovate academic practices. This crucial insight highlights the immediate need for educators and students to responsibly adopt AI technologies in their teaching and learning methodologies.” (Prof. Tayo Arulogun, Vice Chancellor, Miva Open University, FCT Abuja, Nigeria)

“From a post-digital standpoint, this book brilliantly navigates the increasingly blurred lines between digital and non-digital realms, urging us to scrutinise the cultural and social dynamics shaped by AI technologies. It challenges us to reflect on who controls these technologies and whose knowledge is prioritized, advocating for a democratisation of knowledge production that aligns with the very essence of critical pedagogy. Seeming to embrace Paulo Freire’s principles in his critical pedagogy, the book further compels us to envision AI not merely as a tool for efficiency but as a catalyst for emancipation and student agency. It encourages the use of AI to foster critical thinking, creativity, and transformative action, thus contributing to an education that is truly a practice of freedom.” (Prof. Hossanna Twinomurinzi, 4IR Professor and Vice Dean, Research, Innovation & Internationalisation, College of Business & Economics, University of Johannesburg, South Africa)

“I would highly recommend this as an essential title for anyone teaching classes related to generative AI. The book is informative, practical, easy to read and well-written. This book makes extensive use of examples generated by Chat GPT which are both engaging and relevant to teachers, lecturers and the students they are teaching. It draws from academic and professional literature and blends these, thus producing a unique resource for those working in higher education. AI and in particular, generative AI, is rapidly becoming an important “hot” topic for computer science students. This book encapsulates current thinking and practice in this field.” (Peter Smith, Emeritus Professor, University of Sunderland, UK)

“The book provides a thorough theoretical grounding but also practical examples that are immediately relevant to educators and policymakers. From enhancing lesson preparation to revolutionising assessments and personalised learning, the book addresses critical aspects of teaching and learning that are pivotal for the adaptation of higher education to the demands of the 21st century. The book’s balanced approach to the opportunities and ethical challenges of using generative AI is particularly commendable. It offers the necessary framework to implement AI solutions in a way that is both innovative and mindful of the broader social and educational impact. Stakeholders in higher education, including teachers, leaders and policymakers, will find this book useful. It is indeed a must-read for those committed to embracing the digital transformation in education with a responsible and forward-thinking approach.” (Professor David Mba, Vice Chancellor, Birmingham City University, United Kingdom)

“This book by Owoseni, Kolade, and Egbetokun is an important and timely contribution to this debate and it positively differs from much of the debate by exploring the opportunities and benefits that generative AI can offer. Rather than focusing on the potential of students’ cheating in essays, they take a much more rounded and comprehensive approach looking at the potential of generative AI in curriculum development, different types of assessment, teaching delivery, and student engagement. They provide practical examples of how generative AI can be employed in ways that is beneficial to teachers, learners, and learning outcomes.” (Professor Bernd Stahl, Professor of Critical Research in Technology, School of Computer Science, University of Nottingham, United Kingdom)

“As we navigate the ever-changing landscape of higher education, this book serves as a compass, guiding readers through the emerging issues and future considerations shaping the educational frontier. From the ethical implications of AI bias to the integration of augmented reality in the classroom, the book equips educators with the knowledge and tools needed to thrive in an era of unprecedented technological innovation. In conclusion, with its rich insights, practical strategies, and visionary outlook, this book will empower educators and students alike to understand and apply the possibilities of Generative AI in Higher Education.” (Sunday A. Leonard, PhD, Head of Secretariat, Scientific and Technical Advisory Panel to the Global Environment Facility, United Nations Environment Programme, Washington DC)

“I read this book through the lens of a development-oriented third sector practitioner. Since education is pivotal to development, I congratulate the authors for this work, which, though it appears sector-specific, has the distinct potential of impacting all sectors of society. They have managed to treat the subject in such a comprehensive manner that it will undoubtedly be of great benefit, not only to its primary targets, but also to a much wider audience including all progressive drivers of socio-economic public policy. The book delves into the many advantages of Generative AI. At the same time, rather than disregard the various challenges that have been widely thought to be inherent in it, the book cleverly provides both theoretical and practical ways of containing the risks whilst conserving its vast benefits. I consider it a valuable and most enlightening addition to the emerging literature aimed at enhancing the understanding and constructive use of Generative AI by all. Including all ‘students’ of the future of mankind.” (Ọlatokunbọ Awolọwọ Dosumu, Executive Director of The Obafemi Awolowo Foundation, Former Nigerian Ambassador to the Netherlands)

Adebowale Owoseni is a Senior Lecturer in Information Systems at De Montfort University, Leicester, UK, and a Senior Fellow of the Higher Education Academy (SFHEA).Prior to joining academia in 2019, he had a distinguished 13-year career in the fintech industry, where he played pivotal roles in various digital transformation initiatives. Since transitioning to academia, he has leveraged his extensive industry experience to make substantial contributions to the domains of teaching, learning, and research, with a focus on digital transformation, digital innovation, digital skills, and the socioeconomic impact of digital technology, including AI.

Oluwaseun Kolade is a Professor of Entrepreneurship and Digital Transformation at Sheffield Business School, Sheffield Hallam University, UK. His research and teaching activities cover the broad areas of digital transformation, artificial intelligence, transformative Entrepreneuring, social and spiritual capital, and SME strategies in turbulent environments. He is the author of more than 70academic outputs, including journal articles, books, book chapters, and conference papers. He is a Senior Fellow of the Higher Education Academy (SFHEA)

Abiodun Egbetokun is Senior Lecturer in Business Management at De Montfort University, Leicester, UK, and a Senior Fellow of the Higher Education Academy (SFHEA). His current research portfolio includes a collaborative study on the applications and implications of large language models in research and higher education. He is the author or co-author of several research and policy publications on a wide range of topics, including the interplay of innovation, entrepreneurship and development.