Education

AI in the Global South: Opportunities and challenges towards more inclusive governance
Early AI development has been primarily concentrated in the West, but the technology poses unique opportunities for countries in the Global South. The development and adoption of AI also poses unique challenges for these countries, especially regarding internet penetration, electricity connection, and concerns about the negative impacts of AI. Moving forward, governments in the Global South must invest in local researchers and integrate digital skills training into education curricula, and countries that have dominated the AI conversation must include Global South countries in roundtables and advisory bodies.
Source: Brookings Institution

ChatGPT and its impact on education
this article suggests that ChatGPT has the potential to enhance the education system by providing instant feedback, personalised learning experiences and 24/7 availability. Furthermore, it aims to analyse the different perspectives on ChatGPT and establish a research foundation that contributes to future research, for instance, questions around who is responsible for the content generated by ChatGPT, and how it should be used to assess student learning. 
Source: Research in Hospitality Management

Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers’ assessment practices
Our study examines how AI chatbots impact university teachers’ assessment practices, exploring teachers’ perceptions about how ChatGPT performs in response to home examination prompts in undergraduate contexts. University teachers (n = 24) from four different departments in humanities and social sciences participated in Turing Test-inspired experiments, where they blindly assessed student and ChatGPT-written responses to home examination questions. Additionally, we conducted semi-structured interviews in focus groups with the same teachers examining their reflections about the quality of the texts they assessed.
Source: Assessment & Evaluation in Higher Education

Educating in a World of Artificial Intelligence
How education can evolve to work with — rather than fight against — artificial intelligence.
Source: Harvard Graduate School of Education

AI in Education and Its Impacts on Teachers
Despite the potential benefits of AI in education, there still remains a deeply ingrained mental image of a traditional classroom that many hold onto. The conventional classroom setup with rows of desks, uncomfortable chairs, and a teacher at the front of the class is still the norm. But this perception is gradually changing, and the integration of AI in education may be a signal for a much-needed update.
Source: TCEA – Texas Computer Education Association
See also USA. Artificial Intelligence and the Future of Teaching and Learning
Source: U.S. Department of Education Office of Educational Technology’

Empowering educators to be AI-ready 
A discussion of the current state of AI within education and training, and the need for AI Readiness. We then problematize the concept of AI Readiness, why AI Readiness is needed, and what it means. We expand upon the nature of AI Readiness through a discussion of the difference between human and Artificial Intelligence, before presenting a 7-step framework for helping people to become AI Ready. Finally, we use an example of AI Readiness in action within Higher Education to exemplify AI Readiness.
Source: Computers and Education: Artificial Intelligence

To GPT or not GPT? Empowering our students to learn with AI
In classrooms from primary to tertiary and spanning all content areas, we can help our students become critical thinkers by using ChatGPT to comprehend texts, aggregate knowledge, and understand genre conventions in prose as well as programming. The aim is to help students leverage AI as a tool that they question and critique, advancing their own comprehension, research, and composition skills in the process.

A Vision of the Future of Online Learning in the Age of AI
In the last year or so the future arrived with a flourish as the latest advance in artificial intelligence, large language models, took the world by storm. But if AI is the unstoppable force, education seems sometimes to be the immovable object.
Source: Contact North

Generative AI and the future of education
What will be the role of teachers with this technology in wide circulation? What will assessment look like now that AI utilities can perform very well on examinations that were, until very recently, widely considered un-hackable, such as tests to demonstrate mastery of specific subject areas, and exams to credential skilled professionals, including doctors, engineers, and lawyers?
Source: UNESCO

Professional training and labour market

Canada. ChatGPT: Organizational and Labour Implications
Which roles are most impacted by using ChatGPT and which are the least impacted? For which skill does generative AI have the largest organizational implications? Are there concerns about ChatGPT’s safety and security and, if so, how should they be addressed?
En français. Canada. ChatGPT : Répercussions pour les organisations et les travail
Source:  Future Skills Centre

Switzerland. “This Time It’s Different” – Generative Artificial Intelligence and Occupational Choice
In this paper, we show the causal influence of the launch of generative AI in the form of ChatGPT on the search behavior of young people for apprenticeship vacancies. There is a strong and long-lasting decline in the intensity of searches for vacancies, which suggests great uncertainty among the affected cohort. Analyses based on the classification of occupations according to tasks, type of cognitive requirements, and the expected risk of automation to date show significant differences in the extent to which specific occupations are affected. Occupations with a high proportion of cognitive tasks, with high demands on language skills, and those whose automation risk had previously been assessed by experts as lower are significantly more affected by the decline. However, no differences can be found with regard to the proportion of routine vs. non-routine tasks.
Source: IZA – Institute of Labor Economics 

USA. Generative AI and the future of work in America
Which jobs will be in demand? Which ones are shrinking? And which ones could be hardest to fill?
Source: McKinsey

USA. Rage Against the Machine?
Knowing How Technology and Artificial Intelligence Have — and Have Not — Affected Jobs in Recent Decades Offers Insight into How They Could Affect the Future of Work
Source: Rand Corporation

Emerging trends in AI skill demand across 14 OECD countries
This report analyses the demand for positions that require skills needed to develop or work with AI systems between 2019 and 2022. It finds that, despite rapid growth in the demand for AI skills, AI-related online vacancies comprised less than 1% of all job postings and were predominantly found in sectors such as ICT and Professional Services. Skills related to Machine Learning were the most sought after. 
Source: OECD – Organisation for Economic Co-operation and Development

The impact of AI on the workplace: Evidence from OECD case studies of AI implementation
How artificial intelligence (AI) will impact workplaces is a central question for the future of work, with potentially significant implications for jobs, productivity, and worker well-being. Yet, knowledge gaps remain in terms of how firms, workers, and worker representatives are adapting. This study addresses these gaps through a qualitative approach.
See also The impact of AI on the workplace: Main findings from the OECD AI surveys of employers and workers
Source: OECD – Organisation for Economic Co-operation and Development

ChatGPT: How generative AI could change hiring as we know it
Candidates are already using tools such as ChatGPT to write cover letters and CVs. But it’s just a small piece of how AI is transforming hiring processes.
Source: BBC

How to Reskill Your Workforce in the Age of AI
Artificial intelligence applications promise to transform nearly every aspect of business, from analytics to product development to customer experience to pretty much everything else. What’s less clear is how we can best manage this potential. In particular, how do we organize and reskill our workforces to take advantage of both the automated and human skills that will be necessary to drive future success. 
Source: Harvard Business Review

Reskilling in the AI era
Companies are no stranger to the need for new skills in the face of new technologies. But the pace of AI’s impact brings new urgency. 
Source. Workflow

What's Working? Navigating the AI Revolution and the Shifting Future of Work 2023 
This year, our report covers some of the most pressing topics in the world of work for leaders and workers alike. 30,000 workers from 23 countries across the globe spoke with us about Generative AI, wellbeing, burnout and the changing skills landscape, among other topics.
Related report. Navigating the AI Revolution and the Shifting Future of Work 2023 
Source: Adecco

How the most recent AI wave affects jobs
With rapid progress in natural language processing and image generation, AI now affects creative occupations, which were previously considered safe from automation. Cecily Josten and Grace Lordan write that job displacement concerns are legitimate and new approaches to education and workforce development are needed. They say that addressing biases in AI and fostering reskilling are also necessary for inclusive adaptation to AI advancements.
Source: LSE Business Review

What’s the future of generative AI? An early view in 15 charts
Generative AI has hit the ground running—so fast that it can feel hard to keep up. The articles and reports examine questions such as these:
-What will the technology be good at, and how quickly?
-What types of jobs will gen AI most affect?
-Which industries stand to gain the most?
-What activities will deliver the most value for organizations?
-How do—and will—workers feel about the technology?
-What safeguards are needed to ensure responsible use of gen AI?
Source: McKinsey

Video. Can AI help address skill shortages?
Employers worldwide and across several sectors are reporting difficulties in finding and hiring the employees with the right skills, with losses of productivity and competitiveness. Many employers are now looking at AI to address these skill shortages. This session will engage AI experts, employers, union representatives and technology developers to discuss the extent to which AI can be leveraged to automate tasks, and functions, improve hiring processes and predicting skill needs.
Source: OECD – Organisation for Economic Co-operation and Development

Webinar recording. Beyond the Buzzwords: Practical Steps to Integrate AI in eLearning
In this engaging session, attendees will first gain a high-level understanding of AI's potential in the eLearning landscape. This foundational knowledge will serve as the basis for the more practical, hands-on exploration of AI integration strategies. Participants will learn the key considerations when planning AI implementation, such as selecting the appropriate eLearning content for AI enhancement, understanding the technical prerequisites, and navigating potential challenges that may arise during the process.
By the end of the session, attendees will have a clear roadmap to embark on their own journey of AI integration in eLearning, equipped with practical knowledge, strategies, and inspiration.
Source: Training Magazine 

Is ChatGPT accurate and reliable?

[…] models like ChatGPT, and its underlying technology GPT-3 (and now, GPT-4), are good at predicting what words are most likely to come next in a sentence, which results in generally coherent text. One area where generative AI tools sometimes struggle is in repeating facts or quotations. This means that models like GPT-4 sometimes generate claims that sound real, but to an expert are clearly wrong. 
A related area where ChatGPT seems to struggle is in discussion of any event or concept that has received relatively little attention in online discourse. To assess these limitations, you could try asking the system to generate your biography.  Unless there are numerous accurate biographies of yourself online, ChatGPT is unlikely to generate a comprehensively correct.
Source: Artificial intelligence, University of Manitoba

By design, AI chatbots cannot produce definitive factual answers. They are probabilistic, not deterministic systems, and therefore cannot be relied on as authoritative sources of knowledge. But their ability to recognise linguistic patterns makes them excel at helping humans with tasks that involve text generation or enhancement. Writing persuasive arguments follows certain patterned regularities, whereas factual answers cannot reliably be generated from probabilistic patterns.
Source: The Conversation

Canada. How should artificial intelligence be regulated?
Who should do it? How can we ensure that the companies and individuals who develop and use AI respect ethical principles? Should we legislate now for a technology that we still understand so little about? Is it even possible to do? Does Bill C-27, tabled by the federal government, address these crucial issues? And what role should Quebec and the other provinces play?
Source: Policy Options 

USA. Unleashing possibilities, ignoring risks: Why we need tools to manage AI’s impact on jobs 
– Astonishingly, most frameworks for impact assessments largely overlook the impact of AI on jobs.
– We urgently need tools to effectively evaluate and shape AI’s job impacts.
– Additionally, we must prepare ourselves for a potential future in which the demand for human labor undergoes dramatic shifts.
Source: Brookings Institution

Digital Skills in the Global South: Gaps, Needs, and Progress
Any efforts to improve digital skills are addressing a moving target, which implies that teaching the appropriate skills is not a trivial matter. What is certain, though, is that there is a very considerable digital skills gap between richer and poorer countries.
Source: German Institute for Global and Area Studies

The Montréal Declaration for a Responsible Development of Artificial Intelligence
The Montreal Declaration has three main objectives: 
1. Develop an ethical framework for the development and deployment of AI;
2. Guide the digital transition so everyone benefits from this technological revolution;
3. Open a national and international forum for discussion to collectively achieve equitable, inclusive, and ecologically sustainable AI development.
Source: Montréal Declaration

How will AI impact upon the recognition of qualifications?
Artificial intelligence is likely to have an impact on the recognition of qualifications as much as on any other area of education. Laws, regulation and practice will need to be reviewed, and understanding and practice developed in the higher education community. The approach that will evolve should recognise the use of AI and seek to counter its abuse.
Source: University World News

Why You Shouldn’t Use ChatGPT
Generative artificial intelligence is all the rage—in both senses of the term. Many people in higher education are experimenting with new tools such as ChatGPT and DALL-E, and opinions tend toward the extremes: they are seen as either an unmitigated blessing or a curse. Yet there are some important implications of this new technology that have not been fully appreciated.
Source: Inside Higher Education

Technology-facilitated gender-based violence in an era of generative AI
The arrival of generative AI introduces new, unexplored questions: what are the companies’ policies and normative cultures that perpetuate technology-facilitated gender-based violence and harms? How do AI-based technologies facilitate gender-specific harassment and hate speech? What “prompt hacks” can lead to gendered disinformation, hate speech, harassment, and attacks? What measures can companies, governments, civil society organisations and independent researchers take to anticipate and mitigate these risks?
Source: UNESCO

Implementation of the Recommendation on the Ethics of Artificial Intelligence (AI)
This document presents the report examined by the Executive Board at its 217th session on the implementation of the Recommendation on the Ethics of Artificial Intelligence, the preparation and the piloting of the readiness assessment methodology and the ethical impact assessment, nationally.
Source: UNESCO

AI . . . Friend or Foe
But is AI good or bad, friend or foe? Most probably yes. The questions we should be asking are nonbinary: How do we make the best use of AI to benefit the higher education mission and its constituents? How do we transform higher education to adapt to an AI-infused future?
Source: Educause

Helpful Or Harmful? How AI Shaped Education In 2023
Artificial intelligence is rapidly changing the classroom. Students and educators weigh in on the way forward.
Source: Science Friday

How to design teaching and learning through an AI-centred course
Drawing on their experience of designing higher education courses centred on AI tools, Bert Verhoeven and Vishal Rana discuss how, rather than being a threat, AI can be used in ways that are compatible with traditional teaching methodologies and offer a golden opportunity to make course design learner centric.
Source: LSE – London School of Economics and Political Science

Do we need to call for a more cautious approach to generative AI in education?
ChatGPT […] can assist teachers, personalize learning with AI-powered tutoring systems and automate administrative tasks, allowing educators to focus more on teaching and mentoring students. However, current educational challenges in access, equity and inclusion in education can be significantly magnified by digital exclusion, lack of connectivity and the digital readiness of countries. On top of these challenges, we have many education systems still attached to teaching methods based on memorization, lack of relevance and engagement as well as poor and short-sighted standardized assessments that can hamper the effective integration of AI for an inclusive and quality education.
Source: UNESCO

As gen AI advances, regulators—and risk functions—rush to keep pace
AI and its supercharged breakthrough, generative AI, are all about rapid advancements, and rule makers are under pressure to keep up.
Source: McKinsey

Podcast. Job quality or job quantity – which will AI affect most?
This research paper suggests that its impact on the augmentation of jobs is at least as important as the automation of tasks. However it also suggests that, without the right policies, AI could deepen existing inequalities between genders and the richest and poorest.
Source: ILO – International Labour Organization 

Video. AI and the future of humanity
In this keynote and Q&A, Yuval Noah Harari summarizes and speculates on 'AI and the future of humanity'. There are a number of questions related to this discussion, including: "In what ways will AI affect how we shape culture? What threat is posed to humanity when AI masters human intimacy? Is AI the end of human history? Will ordinary individuals be able to produce powerful AI tools of their own? How do we regulate AI?"
See also What does the AI revolution mean for our future?
Interview with Mustafa Suleyman & Yuval Noah Harari
Source: Yuval Noah Harari and The Economist

Canada. Observatory on AI Policies in Canadian Post-Secondary Education
The objectives of the Observatory will include:
1. To encourage cross-institutional learning by providing a platform for sharing policies and guidelines on AI, so that post-secondary institutions can support and draw inspiration from one another instead of having to re-invent the wheel by themselves.
2. To keep post-secondary institutions informed of the latest developments on AI policies and guidelines in the higher education sector, by gathering information and disseminating it via weekly emails.
Source: HESA – Higher Education Strategy Associates

Canada/Québec. Artificial Intelligence Competency Framework: A success pipeline from college to university and beyond
The aim is to provide a flexible tool for educators, program developers, recognition of acquired competencies (RAC) coordinators, and other stakeholders engaged with developing curriculum and training programs that address ever-evolving Al talent needs. 
Source: Dawson College 

AI Policies & Guidelines
Canadian and International coverage
Source: AI Observatory

Teaching in a Digital Age: Third Edition
The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching. The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age. 
Chapter 9.4 Artificial intelligence
Source: BC Campus

ChatGPT, artificial intelligence and higher education: What do higher education institutions need to know? and The Quick Start Guide
What are the possible uses of ChatGPT in teaching and learning processes in higher education?
Why has ChatGPT created concern in the academic world?
What strategies are you considering incorporating to promote critical thinking in higher education now that ChatGPT exists?
Source: UNESCO

Incorporating AI in Education: Empowering Educators, Engaging Students
This report dives into the convergence of education and artificial intelligence, offering a comprehensive guide for educators navigating this transformative landscape.
Source: Faculty Focus

ChatGPT and generative AI: 25 applications in teaching and assessment
25 examples of prompts to show how generative AI could be used within curriculum development, teaching and assessment.
Source: Times Higher Education

Guidance for generative AI in education and research
The guidance aims to support countries to implement immediate actions, plan long-term policies and develop human capacity to ensure a human-centred vision of these new technologies. It presents an assessment of potential risks GenAI could pose to core humanistic values that promote human agency, inclusion, equity, gender equality, linguistic and cultural diversities, as well as plural opinions and expressions. The publication offers concrete recommendations for policy-makers and education institutions on how the uses of GenAI tools can be designed to protect human agency and genuinely benefit students, teachers and researchers.
Source: UNESCO

Recommendation on the Ethics of Artificial Intelligence
This Recommendation addresses ethical issues related to the domain of Artificial Intelligence to the extent that they are within UNESCO’s mandate. It approaches AI ethics as a systematic normative reflection, based on a holistic, comprehensive, multicultural and evolving framework of interdependent values, principles and actions that can guide societies in dealing responsibly with the known and unknown impacts of AI technologies on human beings, societies and the environment and ecosystems, and offers them a basis to accept or reject AI technologies. It considers ethics as a dynamic basis for the normative evaluation and guidance of AI technologies, referring to human dignity, well-being and the prevention of harm as a compass and as rooted in the ethics of science and technology.
En français. Recommandation sur l’éthique de l’intelligence artificielle
Source: UNESCO

Guidance on the Appropriate Use of Generative Artificial Intelligence in Graduate Theses
The FAQs outline important considerations for graduate students, supervisors, supervisory committees, and graduate units on the use of generative AI tools (such as ChatGPT) in graduate student research and thesis writing, while upholding the core principles of academic quality, research integrity, and transparency. The FAQs cover requirements both for approval and for documentation of the use of generative AI tools in graduate thesis research and writing, as well as risks and other considerations in using generative AI in graduate thesis research and writing.
Source: University of Toronto

Student guide to using generative AI
It is essential students use these tools critically, effectively, and ethically. It may take some practice to build up these skills throughout their studies.
Source: Deakin University