Integrating AI in Higher Education Curriculum at Uniandes

• In Event: Supporting AI in Higher Education for a Global Workforce

Proposal

In this paper, we explore the integration of generative artificial intelligence (GenAI) in the curriculum at Universidad de los Andes (Colombia) and its implications for higher education and workforce development. As part of a larger consortium coordinated by the World Innovation Summit for Education (WISE) and the Institute of International Education (IIE), this study aims to gather insights on how GenAI is currently used in teaching and learning processes, how it impacts workforce readiness, and the strategies employed to address the evolving demands of AI literacy.

GenAI technologies have reshaped educational practices globally, and Universidad de los Andes aims to be at the forefront of this transformation in Latin America. While AI offers numerous benefits, such as personalized learning, intelligent tutoring, and dropout prediction, it also presents challenges, such as ethical concerns related to bias, misinformation, and privacy. This research seeks to assess how faculty, students, and administrators at Uniandes perceive and navigate these challenges while preparing students for a workforce increasingly influenced by AI technologies.

We employ a mixed-methods approach, combining quantitative data from student surveys with qualitative insights gathered through interviews and focus groups with faculty and academic administrators. Data will be analyzed to identify trends in the use of GenAI in curricula, as well as to evaluate strategies for mitigating the skills gap in AI literacy. Special attention is paid to how faculty are being upskilled and reskilled to effectively integrate AI tools into their teaching practices.

By investigating AI's role in education and workforce development at Uniandes, this project will contribute to the broader academic discourse on the future of higher education in the AI era. It will also provide actionable insights for universities seeking to navigate the ethical, practical, and pedagogical implications of AI. This research is timely and critical, as AI continues to disrupt traditional educational models and the labor market. By addressing the intersections of AI literacy, ethical considerations, and workforce preparedness, this study offers valuable contributions to both academic and policy discussions on the future of education in an AI-driven world.

Author

• Manuela Fernandez Pinto, Universidad de los Ande