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2024 CG High-Level Seminar on Education Policy, Iaşi:“(Generative) Artificial Intelligence in Higher Education”

Alexandru Ioan Cuza University of Iași, 21-22 November 2024

The 6th Coimbra Group High-Level Seminar on Education Policy explored and discussed both the benefits and challenges of integrating generative Artificial Intelligence (AI) into the academic life, by approaching a wide range of timely topics:

  • The need to embed AI literacy as part of the broader digital literacy into the study programmes, but also to acknowledge the strengths and weaknesses of incorporating generative AI into curriculum design;
  • The potential of generative AI to enhance teaching, learning and assessment in higher education;
  • The promise of generative AI to create new opportunities to foster creativity across academic communities, and to support equity and inclusion (through personalized learning, interactive learning experiences, real-time feedback, etc.);
  • The role of generative AI in (re)considering university teachers’ roles and workloads;
  • The need for ethical considerations to be well thought-out (ensuring academic integrity, promoting responsible AI use, addressing potential biases in AI-generated content, etc) and explicitly addressed in institutional policies and educational practices.

This event was designed to offer Rectors and Vice-Rectors for Education of Coimbra Group Universities, as well as Vice-Rectors for Internationalisation, and the Chairs and Vice-Chairs of the twelve CG Working Groups, unique perspectives, valuable knowledge, dynamic dialogues and an engaging experience on the responses to the widespread adoption of generative AI tools in our academic communities.

There was a fantastic line-up of keynote speakers with expertise across and beyond the academic sector:

  • Beatrix Busse, University of Cologne, Vice-Rector for Student Affairs and Teaching, Coimbra Group Executive Board Vice-Chair
  • Pinar Heggernes, University of Bergen, Vice-Rector for Education and Digital Knowledge, Member of the Norwegian Artificial Intelligence Research Consortium
  • Florin Olariu, Centric IT Solutions Romania, Technical Manager, Member of an OpenAI working group
  • Simon Roy, OECD, Head of Higher Education Policy at the Directorate of Education and Skills.
  • Vincent Wade, Trinity College Dublin, Chair of Computer Science (Est. 1990), Co-Founder of ADAPT SFI Research Centre for AI & Digital Media Technologies, Co-Director of SFI Centre for Postgraduate Research Training in Digitally-Enhanced Reality (School of Computer Science & Statistics)

The members of the CG Education Innovation Working Group also presented institutional policies and academic practices on the use of generative AI tools, along with a number of relevant examples from across Coimbra Group Universities.

Download the full programme

Event summary:

Simon Roy (OECD) delivered the first keynote speech titled “The Implications of Higher Education for Successful Digital Transformation and Trustworthy AI.” He emphasized that while AI holds significant potential to transform education and society, the adaptation of higher education institutions (HEIs) to this emerging landscape remains under-researched. Drawing from the OECD’s publication of recommendations on AI, he highlighted the critical need for HEIs to proactively address the risks and opportunities of AI integration.Roy described the transition from generative AI, which enhances productivity, to agentive AI, which introduces increased autonomy into systems. This shift underscores the importance of preparing students and educators for the ethical, practical, and economic implications of AI. He warned about gaps in AI literacy, particularly among students and educators, and noted potential inequities in the labor market due to uneven access to AI resources. His call to action included fostering critical judgment skills, understanding the EU AI Act, and promoting equitable and inclusive implementation of AI in education.

The second keynote was delivered by Pinar Heggernes (University of Bergen) who spoke about “Education in Digital Transformation and Digital Transformation in Education.” Her perspective underscored the interplay between these two dimensions, emphasizing that the digital transformation of higher education is as critical as the role of education in advancing broader societal digitalization.
Heggernes traced Norway’s leadership in AI through milestones such as the establishment of the Norwegian AI Research Consortium in 2018 and the Norwegian National Strategy for AI in 2020. She described how the University of Bergen has integrated AI into its curricula through initiatives like the UiB AI project and innovative short courses that build digital competencies. Her address highlighted the importance of equipping students with general and targeted skills, emphasizing lifelong learning to prepare them for the complexities of AI-driven industries.
Her address also acknowledged challenges, such as Europe’s lag in digital transformation compared to other regions, the importance of research into AI algorithms, and the need to overcome resource constraints and resistance to change in academia. She concluded with a call to promote collaboration between disciplines to expand AI’s benefits in research, teaching, and society at large.

Vincent Wade (Trinity College Dublin) delivered a thought-provoking keynote on the transformative potential of generative AI in higher education, titled “Generative AI: Opportunities, Challenges, and Educational Transformation.”. Wade underscored that while generative AI offers significant benefits, including enhanced productivity and creative possibilities, its adoption is fraught with challenges such as academic integrity concerns, resource constraints, and ethical issues like hallucination, intellectual property rights, and inclusivity gaps. He pointed out that integrating AI meaningfully requires a phased approach—building awareness, providing targeted training, transforming teaching practices, involving students in co-creation, and conducting applied interdisciplinary research.
Wade also called for a human-centric approach, reminding participants of the irreplaceable role of educators in guiding students toward responsible and effective use of AI. He highlighted the importance of fostering skills like critical thinking and ethical decision-making to ensure students and teachers can navigate the complexities of generative AI. Looking to the future, Wade advocated for collaborative efforts, including consortia to ensure inclusivity, investment in fine-tuning AI tools for educational needs, and addressing ethical concerns like data privacy and equity.

Beatrix Busse (University of Cologne)’s keynote delved into the intricate interplay between artificial intelligence (AI) and human well-being, offering a profound exploration of the challenges and opportunities AI presents in educational and societal contexts. She framed her discussion within the realities of our “VUCA” (volatile, uncertain, complex, ambiguous) and “BANI” (brittle, anxious, nonlinear, incomprehensible) world, emphasizing the interconnectedness of global challenges like climate change, technological advancement, and social equity. Central to her address was the need to balance human-centric and machine-driven processes, advocating for an approach that respects and nurtures human values while leveraging AI’s potential.
Drawing inspiration from the EUniWell mission and her own academic work, Prof. Busse highlighted the importance of addressing both eudaimonic (meaning-driven) and hedonic (pleasure-driven) aspects of well-being. This dual approach, she argued, is essential for creating a holistic framework for education and innovation. She also discussed the transformative nature of generative AI and its implications for learning and human interaction, raising critical questions about how AI systems are trained and the reliability, validity, and objectivity of the data they process.
Through a multidisciplinary lens, Busse outlined the four dimensions of AI and well-being, focusing on competencies, post-digital education, and their broader societal impacts. Her keynote emphasized how AI challenges traditional human roles and expectations, often reshaping narratives while creating opportunities for reflection. She also addressed the political and ecological dimensions of AI, urging a balance between technological potential and sustainable human values.
Beatrix Busse concluded by highlighting the vital role of universities in navigating the complexities of AI, especially in the context of tech giants and rapid digital transformation. She called for education systems to integrate these insights into academic strategies, fostering dialogue, inclusivity, and the critical skills needed to shape a sustainable and equitable future for all.

The final keynote speaker, Florin Olariu (Centric IT Solutions Romania, OpenAI), addressed the topic of “AI in Education,” with a particular focus on generative AI’s transformative potential in higher education. He outlined how AI is already outperforming humans in specific domains, such as industry leadership, scientific research, and regulatory advancements. His talk also examined AI’s implications for employability, emphasizing the need to address skill gaps and ethical concerns.
Olariu highlighted recent breakthroughs, such as Microsoft’s investments in OpenAI and GitHub Copilot X and discussed how these tools offer enhanced features for educational purposes. However, he also drew attention to critical challenges, such as intellectual property, academic integrity, and the risks of bias and exclusion, calling for robust policies and collaboration to mitigate these concerns.

These keynote speeches collectively set the stage for rich discussions and reflections throughout the seminar, inviting all the Coimbra Group participants to engage with the complex yet promising intersections of AI and education.

The Voice of the Students on AI
Students from Alexandru Ioan Cuza University of Iași brought fresh perspectives to the seminar, sharing their experiences with generative AI tools and their visions for its future in education. They emphasized the need for a collaborative approach, proposing the development of community-led initiatives dedicated to improving AI literacy and access. In their view, equipping both students and teachers with the skills needed to effectively use AI, starting with mastering good prompting techniques, remains essential. Students highlighted how AI can trigger creativity, assist in learning, and offer tools for self-evaluation, but they also noted that its potential is often underutilized due to a lack of awareness and training among users.

Beyond technical skills, students stressed that the main challenges in adopting AI are social. Motivation, the human factor, and the emotional components of digitalization often determine the success or failure of AI integration. While many embraced a sense of techno-optimism, particularly regarding AI’s potential for adaptive learning, they raised concerns about equity and inclusion. They argued that without addressing these issues, the benefits of AI might remain inaccessible to marginalized groups. Students called for increasing the digital literacy of teachers as a key step in overcoming these barriers, emphasizing that inclusive and equitable access to AI-driven tools is critical for education’s digital transformation.

Education Innovation WG: Debrief on current trends and outcomes of the survey on AI
The Coimbra Group’s Education Innovation Working Group (EDU WG), represented by Vanessa Vigano and François Lecellier, presented the results of a survey on generative AI (GenAI) conducted across member institutions. The survey aimed to identify emerging trends, foster collaboration, and promote best practices for AI integration in higher education. Findings revealed that the primary use of GenAI is in pedagogical activities and content creation, though concerns about academic integrity and plagiarism remain prominent. Other issues, such as privacy, data security, and content quality, were also highlighted.
The survey showed varying levels of GenAI adoption, with 61% of institutions reporting the use of tools like Microsoft Copilot, ChatGPT, Scite, and Trinka, while 85% of respondents indicated that many users still do not actively engage with these tools. Training efforts are underway, focusing primarily on academic staff (80%), administrative staff (60%), and students (53%), with online courses being the preferred method for students and synchronous workshops for staff. The EDU WG emphasized the need for follow-up surveys and inter-working group collaboration to refine policies and further align training and resource development with institutional priorities.

Final Roundtable
The final panel highlighted several key points that the Coimbra Group must address moving forward.
One of the central themes was the crucial role of the Humanities in understanding and navigating the ethical, social, and political implications of AI. As AI continues to shape the future of higher education, it is essential for universities to lead discussions on its risks and its potential to either exacerbate or reduce societal inequalities. Incorporating a humanities perspective into AI research and applications will ensure that these technologies are developed and implemented in a way that is ethically sound and inclusive. Universities must play a key role in fostering these conversations, particularly as AI challenges traditional academic boundaries and transforms disciplines.

A significant emphasis was also placed on the importance of inclusivity, with a call to ensure that AI is accessible to all students and academic staff, regardless of their background or discipline. As AI becomes more deeply integrated into educational practices, it is essential to address the gender dimension, ensuring to limit discriminatory biases and that both women and men have equal opportunities to participate in AI research and the development of AI-related technologies. Moreover, institutions must ensure that these opportunities extend to all students, regardless of their socio-economic status, to avoid reinforcing existing disparities. AI must be inclusive in its implementation and usage, and universities have the responsibility to guide the integration of these tools in a way that promotes equity and equal access.

The session also underscored the need for a coordinated approach to AI adoption, particularly through collaboration with industry and government. Sharing best practices among institutions, developing strong partnerships, and ensuring that universities can actively engage with and influence the development of AI technologies will be vital in shaping the future of higher education. The panel emphasized the importance of not just adopting AI technologies, but critically assessing their implementation and outcomes.

For more information, please consult the event web page.