Generative AI in the Australian Education System: An Open Data Set of Stakeholder Recommendations and Emerging Analysis from a Public Inquiry

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  • Author(s): Simon Knight (ORCID Simon Knight (ORCID 0000-0002-8709-5780); Camille Dickson-Deane (ORCID Camille Dickson-Deane (ORCID 0000-0002-5504-7856); Keith Heggart (ORCID Keith Heggart (ORCID 0000-0003-2331-1234); Kirsty Kitto (ORCID Kirsty Kitto (ORCID 0000-0001-7642-7121); Dilek Cetindamar Kozanoglu (ORCID Dilek Cetindamar Kozanoglu (ORCID 0000-0002-0457-3258); Damian Maher (ORCID Damian Maher (ORCID 0000-0002-3566-0805); Bhuva Narayan (ORCID Bhuva Narayan (ORCID 0000-0001-8852-5589); Forooq Zarrabi (ORCID Forooq Zarrabi (ORCID 0000-0003-0955-9209)
  • Language:
    English
  • Source:
    Australasian Journal of Educational Technology. 2023 39(5):101-124.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: [email protected]; Web site: https://ajet.org.au/index.php/AJET
    • Peer Reviewed:
      Y
    • Source:
      24
    • Subject Terms:
      Artificial Intelligence; Educational Policy; Foreign Countries; Stakeholders; Inquiry; Policy Analysis; Data; Technology Uses in Education; Federal Government; Government Role; Public Policy; Policy Formation
    • Subject Terms:
      Australia
    • Accession Number:
      10.14742/ajet.8922
    • ISSN:
      1449-3098
      1449-5554
    • Abstract:
      The launch of new tools in late 2022 heralded significant growth in attention to the impacts of generative AI (GenAI) in education. Claims of the potential impact on education are contested, but there are clear risks of inappropriate use particularly where GenAI aligns poorly with learning aims. In response, in mid-2023, the Australian Federal Government held an inquiry, calling for public submissions. This inquiry offers a lens onto the policy framing of GenAI in education and provides the object of investigation for this paper. We use the inquiry submissions, extracting structured claims from each. This extraction is provided as an open data set for further research, while this paper focuses on our analysis of the policy recommendations made.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1412896