AI-Powered Curricula: Unpacking the Potential and Progress of Generative Technologies in Education

Bektik, Duygu; Ullmann, Thomas; Edwards, Chris; Herodotou, Christothea and Whitelock, Denise (2024). AI-Powered Curricula: Unpacking the Potential and Progress of Generative Technologies in Education. In: EDEN 2024 Annual Conference, 16-18 Jun 2024, Graz, Austria.

Abstract

The aim of this narrative review is to understand how Artificial Intelligence (AI), specifically generative AI (e.g. ChatGPT) is thought to be used to support teachers in content authoring and curriculum production. Our findings indicate that Generative AI is envisioned as a co-design partner in enhancing educational content such as rubrics, lesson plans, interactive exercises, analogies, reflective questions, and case studies tailored to learning goals and instructional needs. The literature suggests that the key issues with the use of ChatGPT in education can be summarised mainly around its accuracy, and reliability, and its potential to lead to plagiarism. The analysis of empirical studies on the use of generative AI in higher education revealed first insights into themes such as ChatGPT's role in administrative tasks, varied perceptions of AI, generational differences in attitudes, multifunctional roles of ChatGPT, concerns about academic integrity and need for AI literacy, and the call for teaching philosophy reform, around assessment.

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