Journal of Ethics in Higher Education
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Peace Spirituality Through Interreligious Engagement: A Case of Education to Toleration and Peace Spirituality in Yogyakarta
Full text linkHistorically, Yogyakarta had enjoyed the reputation of being a bastion of interreligious tolerance in Indonesia. Still, a growing spate of events that were manifestations of religious intolerance calls for a rethinking of that narrative. This paper examines public space civility, peace spirituality, and interreligious engagement in Yogyakarta. Through a quantitative survey approach, it is found that there is a statistically significant positive relationship between positive public space civility and peace spirituality. Apart from the positive correlations of public behaviour and peace spirituality, there is also a theory-practice gap, in that most measures seemed to make the Muslim and Christian participants alike appear very insecure. The current study extends earlier research and underlines how grassroots interreligious engagement can stand in front in peace-making, enhancing spirituality, and religious tolerance
From Disposable Education to Acting in the World as a Human in the Time of AI
Full text linkThis contribution presents two perspectives: one informed by AI expertise, and the other by knowledge from the field of educational sciences. The paper aims to question the purpose of education, repositioning it within Von Humboldt\u27s model of the teaching and research university, for whom Bildung was the driving force.
In recent decades, the Global North has developed a system of disposable education that focuses on training a workforce for the market, with little regard for Bildung. This has resulted in the production of disposable knowledge and assessments, with the sole goal of achieving good grades and securing employment. Generative AI, which replicates how society works, is now clearly showing this situation.
This article first explains how automatic learning, the foundation of generative AI, works. Second, we shall discuss human deep learning, as opposed to surface learning, and demonstrate its necessity to develop as a person in the Bildung perspective. Finally, we move beyond the notion of AI as a revelator of our societies and engage in reflection on concepts of wisdom, responsibility and the art of questioning in philosophy
The Footsteps on the Sands of AI for Higher Education: Moving Beyond Ad-Hoc
Full text linkArtificial Intelligence (AI) offers an array of challenges and opportunities for higher education (HE). What once seemed like science fiction has become ubiquitous with AI now used to support the intellectual and creative work of faculty and students. The authors have been experimenting with AI, trialling and testing ways to meaningfully utilise the tools for teaching and learning. The University of Southern Queensland, a successful distance education regional university in Australia, has over 70% of its enrollment learning online. This paper shares a timely contextual perspective on AI support of Academic Efficiency, Learning Design, and Assessment. It discusses moving beyond an ad-hoc approach to a seamless integration of AI
L’éthique de l’éducation
Full text linkDepuis quelques années, face à la différenciation de la société en multiples institutions, associations, organisations, l\u27éthique trouve des applications dans des champs très diversifiées (éthique des affaires, bioéthique, éthique professionnelle, etc.) Ce scénario appelle tous les acteurs à la responsabilité d’intégrer leur identité et leurs actions sur des objectifs et des valeurs communs pour éviter la parcellisation et la fragmentation de l’éthique. De fait « l’éthique exige que l’intégration obéisse à certaines conditions d’intégrité, de complétude, de valeur humaine, d’idée de bonne vie, d’orientation vers un objectif » (Villet, 2000, p. 238-9). Des formes communicatives d’intégration reposent sur une compréhension réciproque, et sur des accords vers des normes et une responsabilité commune, non l’addition des individualités. L\u27éthique est donc intrinsèque à l\u27entreprise éducative ; parler d\u27éthique de l\u27éducation et non d\u27éthique appliquée à l’éducation s’explique parce que l\u27éthique n’est pas un domaine extérieur mais sous-tend et anime l\u27éducation. Une éthique de l’éducation qui, à partir de la personne, se conçoit dans une relation d’échange incluant le ‘tiers’, fonde les relations éducatives sur une éthique de la conviction, sur des dynamiques personnelles et sociales pour constituer une éthique partagée.Depuis quelques années, face à la différenciation de la société en multiples institutions, associations, organisations, l\u27éthique trouve des applications dans des champs très diversifiées (éthique des affaires, bioéthique, éthique professionnelle, etc.) Ce scénario appelle tous les acteurs à la responsabilité d’intégrer leur identité et leurs actions sur des objectifs et des valeurs communs pour éviter la parcellisation et la fragmentation de l’éthique. De fait « l’éthique exige que l’intégration obéisse à certaines conditions d’intégrité, de complétude, de valeur humaine, d’idée de bonne vie, d’orientation vers un objectif » (Villet, 2000, p. 238-9). Des formes communicatives d’intégration reposent sur une compréhension réciproque, et sur des accords vers des normes et une responsabilité commune, non l’addition des individualités. L\u27éthique est donc intrinsèque à l\u27entreprise éducative ; parler d\u27éthique de l\u27éducation et non d\u27éthique appliquée à l’éducation s’explique parce que l\u27éthique n’est pas un domaine extérieur mais sous-tend et anime l\u27éducation. Une éthique de l’éducation qui, à partir de la personne, se conçoit dans une relation d’échange incluant le ‘tiers’, fonde les relations éducatives sur une éthique de la conviction, sur des dynamiques personnelles et sociales pour constituer une éthique partagée
Using Simulation-Based Assessment for Event Management Students
Full text linkThis research project explores the effectiveness of simulation-based assessments (SBAs) as an alternative to practical assessments for event management (EM) students, considering the 2020 global pandemic\u27s impact on higher education. SBAs mimic real-world scenarios, enabling innovative and authentic ways for assessors to determine how well candidates can put their knowledge, skills, and talents to use. For example, they give students an opportunity to instil and reinforce ethical principles and values essential for success in the workplace. The study aims to investigate the relationship between SBAs and graduate attributes, via a qualitative approach, to investigate and analyse students\u27 lived experiences. Ten final-year EM students were selected purposively, with inclusion criteria. Semi-structured interviews were conducted using an original set of selected questions, and thematic analysis was used for data analysis. The study\u27s findings suggest that if used correctly, SBAs can be an effective tool for developing students\u27 graduate attributes, preparing them for employment. The article concludes on how to maximise the value of SBAs in preparing students for the workforce, especially when practical assessments are not feasibl
The Learner’s Role as an Acting Person and Emerging Technologies : Grounding Educational Policy on the Use of AI
Full text linkThe approach to empower learners as the subject in the use of AI is in line with the United Nations Educational, Scientific and Cultural Organization (UNESCO)’s AI and Education Guidance for Policy-Makers and is pursued in recognition of the three paradigmatic shifts in the use of AI in educational setting. To strengthen the role of learners as leaders in the use of AI, this article uses the idea of the acting person from Karol Wojtyla. The concept of the acting person focuses on moral responsibility founded in human consciousness and conducted through human actions. The moral act of an acting person leads to responsible use that requires the commitment to the common good. In the first part, I will describe the history and development of AI technologies. In the second part, I will discuss the idea of the acting person and the AI as an acting machine. In the last part, I will present an analysis of the importance of grounding educational policy on the use of AI in learners’ ethical role as the acting person
Harnessing AI for Enhancing Student Support Services: The Case Study of the University of the South Pacific
Full text linkIn the unique educational landscape of small island countries in the Pacific, the University of the South Pacific (USP) has embarked on an innovative approach to augmenting student support services by integrating Generative AI technology. This initiative specifically caters to its diverse and dispersed student body across 12 countries and five time zones, addressing a critical need for accessible and empathetic support systems in higher education. To do so, the Semester Zero, an online preparatory course using GPT 3.5-Turbo, was created. Designed for all incoming students, it showcased the potential of AI to enhance student support services in institutions with far less challenging environments than USP
Student Voices: Challenges and Preferences with Technology-enabled Online Teaching and Learning in Higher Education
Full text linkThe adaptation of the curriculum to incorporate cutting-edge technologies and human ethical values necessitates a careful, deliberate approach. A technological transition, pivotal for the future of education, is fraught with challenges but also with real chances for better human self-understanding. To appropriately understand the complexities and significance of this digital shift, Stadio Higher Education conducted a survey (STADIO SV Survey) to capture the voices of students on technology relevant to their social, learning, and teaching environments. After consolidating fundamental points as the methodology and the reliability of the survey, we proposed a descriptive analysis and a substantial study of the findings provided. Literature review and discussion of such important concepts as: choice of the technology, the nature of access, the computing skills needed, communication, contact and successful engagement permit, in a nutshell, the articulation of some very useful closing recommendations
Human-centered Approach to the Governance of AI in Higher Education: Principles of International Practice
Full text linkA recent study in Australasia (Selvaratnam & Venaruzzo, 2023) revealed some challenges and gaps in the governance of AI and data in higher education, mainly from the human-centeredness perspectives of accessibility, inclusivity and wellbeing. This paper is a narrative review to discern principles of a human-centered approach to the governance of artificial intelligence (AI), benchmarking literature, policies and practice across diverse geopolitical contexts for higher education, synthesizing the review results to provide guiding principles that can support this
Extrinsic and Intrinsic Personalization in the Digital Transformation of Education
Full text linkAI arrival promises to solve the needs of personalization in education. The following paragraphs aim to shed light on the concept of personalization by providing a philosophical conceptualization that enables an analysis of its scope and applications within the framework of the digital transformation of higher education. The paper explains the reasons why the goal of personalization is so deeply rooted in the digital transformation. It also describes the five meanings attributable to the concept and details their philosophical underpinnings. This helps clarify the distinction between the extrinsic and intrinsic orientations of personalization, which, in turn, allows to apply this distinction within the framework of the digital transformation of education.  
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