Developing guidelines for using generative AI in educational settings

• In Event: Educational Paradigms in the Age of AI: Policy, Efficacy, Application, and Digital Citizenship in Korea

Proposal

The emergence of generative Artificial Intelligence (AI), exemplified by ChatGPT, has garnered significant global attention due to its potential to enhance productivity and diversify content creation. Accordingly, the educational sector is also exploring the possibilities of utilizing generative AI in pedagogical settings. However, along with its promising potential, the rapid proliferation of generative AI has raised ethical concerns, particularly regarding issues such as plagiarism and academic misconduct in education. To address these concerns and facilitate the responsible and effective use of generative AI in education, this study aims to develop practical guidelines for its educational application. The questions set for this purpose are threefold: (1) What are the issues surrounding generative AI, and how are countries, companies, and schools responding to them? (2) How do teachers, students, and parents utilize and perceive generative AI, and what educational experiences do they have with it? (3) What are the ethical principles and specific guidelines that instructors and learners can utilize in the educational context?
For this purpose, the study conducted an extensive literature review to identify contentious issues surrounding generative AI and how different entities are responding to them. Consequently, several issues associated with generative AI have been identified, including breaches of personal data, indiscriminate use, opinion manipulation, security concerns, and so on. To address these problems, some entities have opted for outright bans on the use of specific generative AI systems like ChatGPT, while others have focused on developing guidelines that promote appropriate usage.
The study also conducted a survey among 300 teachers, 600 students, and 800 parents in South Korea to better understand the utilization, perceptions, and educational experiences related to generative AI. The results revealed that students had more experience with generative AI compared to teachers and parents. Generally, students used generative AI for data investigation and writing. While all three groups acknowledged the potential impact of generative AI on education, they also expressed concerns about plagiarism, copyright infringement, the spread of false information, decreased creativity, and privacy issues. Nevertheless, many teachers and students responded that they have not experienced education on the basic understanding, utilization methods, and ethical considerations of generative AI.
Based on these findings, the study provides practical guidelines for instructors to use generative AI in various educational contexts, including giving lessons, guiding students' lives and counseling, carrying out administrative affairs, and conducting research. Additionally, guidelines are proposed for learners on how they can use AI as learning coaches and private tutors at different stages of their educational journey. The study also identifies eight values to consider when using generative AI in education, serving as guiding principles to address the challenges associated with its use in an educational setting.
Generative AI is a groundbreaking technology that can have both positive and negative implications depending on its use. At the crossroads, by providing guidelines and ethical principles, the study will contribute to a harmonious coexistence of generative AI with humanity in the future.

Authors

• Jae Young Chung, Dept. of Education, Ewha Womans University

• Myunghyun Moon

• Jiae Park