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Perspectives of academic staff on artificial intelligence in higher education: exploring areas of relevance
Get PDFDespite the recent increase in research on artificial intelligence in education (AIED), studies investigating the perspectives of academic staff and the implications for future-oriented teaching at higher education institutions remain scarce. This exploratory study provides initial insight into the perspectives of 112 academic staff by focusing on three aspects considered relevant for sustainable, future-oriented teaching in higher education in the age of AI: instructional design, domain specificity, and ethics. The results indicate that participants placed the greatest importance on AIED ethics. Furthermore, participants indicated a strong interest in (mandatory) professional development on AI and more comprehensive institutional support. Faculty who perceived AIED instructional design as important were more likely to use AI-based tools in their teaching practice. However, the perceived relevance of AIED domain specificity and ethics did not predict AI tool integration, which suggests an intention–behavior gap that warrants further investigation into factors such as AI literacy and structural conditions in higher education. The findings may serve as a basis for further discussion and development of adequate support services for higher education teaching and learning in the age of AI
Herausforderungen für das klassische Lauterkeitsrecht durch den Einsatz von KI im Geschäftsverkehr, insbesondere durch Transparenzerfordernisse
No full textHow-to study dissociative symptoms in a broad range of mental disorders: A methodological primer
Get PDF"There's nobody else here:" Recessionary Ireland and the impossibility of community in Conor O'Callaghan's Nothing on Earth (2016)
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Gritty peers
Get PDFWe use the National Longitudinal Study of Adolescent to Adult Health to explore how high school peers’ grit, a personality trait characterized by perseverance and passion, influences long-term outcomes approximately 15 years after high school. Exploiting random variation within schools across cohorts and the longitudinal nature of our data, we find t hat p eer g rit s ignificantly in creases fu ture earnings, especially for students from disadvantaged backgrounds. This implies that peer grit may help bridge socioeconomic gaps. We identify two key mechanisms: an increased likelihood of employment in jobs aligned with career goals and an increased resilience to difficulties. Additionally, peer grit leads to higher job satisfaction and asset accumulation. Thus, peer grit’s effects extend beyond short-term educational performance and persist into adulthood
Exploring the credibility of large language models for mental health support: Protocol for a scoping review
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