Experts in artificial intelligence, policy, and education have raised concerns about the integration of generative AI tools like ChatGPT into education systems, warning that their adoption could impact educational equality, learning outcomes, national sovereignty, and cultural values.
At the Qatar Foundation’s WISE11 conference on AI and education, held in Doha from November 28 to 29, these experts highlighted the risk of educators and students becoming overly dependent on generative AI tools without fully understanding their effects on educational outcomes and cognitive processes. They cautioned that some policymakers and educators might view generative AI as a mere technical tool offering straightforward solutions, without considering the broader implications.
While discussions on regulatory guidelines and ethical standards for generative AI are underway in the European Union, the United States, China, and other countries, some conference speakers, at the event titled ‘Creative Fluency: Human Flourishing in the Age of AI,’ pointed out that the impact of these emerging technologies on education, particularly higher education, is not receiving sufficient attention.
Cultural Power
A research scholar at Brookings Institution and EdTech Hub, Nariman Moustafa, warned that the development of AI tools by dominant powers could perpetuate their influence over other regions, affecting people in the national and regional spheres.
During a conference session on ‘Navigating the Impact of AI Superpowers,’ she emphasized that this influence extends beyond economic realms to cultural domains as well. In her words, “That power and that influence is not necessarily only economic; it’s also very much cultural,”
She criticized the belief that technology alone can resolve educational disparities, describing it as a simplistic “band-aid” approach that overlooks deeper systemic inequalities. She argued that the notion of simply providing devices to students will not address the fundamental issues within education systems.
Moustafa also expressed concern that reliance on AI could lead to a narrow, conformist way of thinking, limiting exposure to diverse perspectives. She stressed the importance of diverse thinking and adaptability in addressing complex global issues, such as climate change. “We’re facing such complex interconnected problems in the world that we do need diverse ways of thinking and versatility if we are to solve problems like climate, for example,” she said.
Pelonomi Moiloa, CEO of Lelapa AI, which develops language models for South Africa, echoed similar concerns about external influences shaping educational content. She emphasized the need for language and cultural knowledge to remain within the hands of those who speak and understand it, rather than being commodified by external entities for basic services and products.
From Consumers to Produce
Innovation director at Qatar Science and Technology Park, Hayfa Al Abdullah, said concerning AI technologies that she anticipates the world becoming divided into three categories: those who develop the technologies, those who use them, and those left behind due to a lack of infrastructure, tools, or education.
To make navigating this new landscape easy, she stressed the need for educators and institutions to consider how they can transition from being mere consumers of technology to becoming producers. She emphasized the importance for universities to not only utilize AI but also to focus on equipping students with the skills to develop core technologies themselves.
Carine Allaf, Senior Programs Advisor at Qatar Foundation International, echoed this sentiment by calling for educators and experts worldwide to advocate for a dynamic and inclusive national education curriculum. She outlined the necessity of integrating AI, digital and media literacy, and critical thinking into all educational levels to prepare students for the future.
Ethical considerations
Allaf emphasized that responses to AI technologies must incorporate ethical considerations in AI education. She stressed the importance of empowering students and teachers to understand the societal impacts of AI and to make informed decisions that foster a digitally sovereign and responsible citizenry.
She further noted that AI education must be sensitive to cultural contexts, ensuring that AI development and deployment align with the values and diversity of each nation. She said “There’s a strong need for AI education to consider the cultural context, ensuring the development and deployment of AI that reflects it, respects values and diversities of that nation, and perhaps to be more inclusive than humans and governments are currently.”
Francisco Marmolejo, President of Higher Education at Qatar Foundation, addressed the conference, stating that AI is “seriously disrupting” the traditional business model of higher education. He observed that the concept of the classroom is evolving, as learning can now occur anywhere and at any time.
Marmolejo, while describing this moment as a pivotal crossroads, where higher education must adapt to be more inclusive, relevant, and flexible in response to the challenges and opportunities presented by AI, he said “What we have in front of us is a very unique crossroads [which involves] trying to see how higher education in the world can be more inclusive, can be more relevant and can be more flexible.”
