TY - CHAP
T1 - AI in the Lecture Room
T2 - Analysing Two Use Cases in the Context of Higher Education
AU - Alén, Anette
AU - Mäihäniemi, Beata
AU - Pasvenskienė , Aušrinė
N1 - Publisher Copyright:
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.
PY - 2025/1/23
Y1 - 2025/1/23
N2 - There is artificial intelligence (AI) in the lecture room, and it cannot be ignored. With unprecedented speed, AI has made its way to the everyday practices of higher education. As such, automation and analytics are nothing new in the academic educational context. However, with more recent AI applications it has truly become impossible to ignore AI in everyday academia and to avoid rethinking pedagogical approaches and solutions. Moreover, following the COVID-19 pandemic, digital tools for higher education are now being systematically developed, with an emphasis on quality and wellbeing of students. At the same time, regulatory instruments for AI are being tailored on various levels. This chapter discusses AI in higher education from a legal perspective while addressing specific use cases. The chapter briefly touches upon the role of emotions and interaction in learning, linking this to the features of AI in education. Then, the selected use cases are analysed from a regulatory point of view. The focus of this chapter is on EU level legal instruments, alongside various ethical and self-regulatory guidelines that frame the use of AI in education. In particular, the AI Act is analysed in the context of higher education, including the relevant human rights dimensions.
AB - There is artificial intelligence (AI) in the lecture room, and it cannot be ignored. With unprecedented speed, AI has made its way to the everyday practices of higher education. As such, automation and analytics are nothing new in the academic educational context. However, with more recent AI applications it has truly become impossible to ignore AI in everyday academia and to avoid rethinking pedagogical approaches and solutions. Moreover, following the COVID-19 pandemic, digital tools for higher education are now being systematically developed, with an emphasis on quality and wellbeing of students. At the same time, regulatory instruments for AI are being tailored on various levels. This chapter discusses AI in higher education from a legal perspective while addressing specific use cases. The chapter briefly touches upon the role of emotions and interaction in learning, linking this to the features of AI in education. Then, the selected use cases are analysed from a regulatory point of view. The focus of this chapter is on EU level legal instruments, alongside various ethical and self-regulatory guidelines that frame the use of AI in education. In particular, the AI Act is analysed in the context of higher education, including the relevant human rights dimensions.
KW - artificial intelligence
KW - higher education
KW - interaction
KW - students
KW - studies in an institution of higher education
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U2 - 10.1007/978-3-031-80111-2_11
DO - 10.1007/978-3-031-80111-2_11
M3 - Chapter
SN - 978-3-031-80110-5
SN - 978-3-031-80113-6
T3 - Law, Governance and Technology Series
SP - 183
EP - 199
BT - Emotional Data Applications and Regulation of Artificial Intelligence in Society
A2 - Ballardini, Rosa
A2 - van den Hoven van Genderen , Robert
A2 - Järvinen, Sari
PB - Springer
CY - Cham
ER -