Carlos Hervás-Gómez

M. Dolores Díaz-Noguera
Fulgencio Sánchez-Vera
(Coords.)

The
Education
Revolution
through
Artificial
Intelligence
Enhancing Skills,
Safeguarding Rights,
and Facilitating
Human-Machine
Collaboration

Horizontes Universidad
 The Education Revolution
through
Artificial Intelligence
Enhancing Skills, Safeguarding Rights,
and Facilitating Human-Machine
Collaboration
 Carlos Hervás-Gómez
M. Dolores Díaz-Noguera
Fulgencio Sánchez-Vera
(Coords.)

The Education Revolution

through
Artificial Intelligence
Enhancing Skills, Safeguarding Rights,
and Facilitating Human-Machine
Collaboration
Collection Horizontes-Universidad

Title: The Education Revolution Through Artificial Intelligence: Enhancing Skills,

Safeguarding Rights, and Facilitating Human-Machine Collaboration

First published: november 2024

© Carlos Hervás-Gómez, M. Dolores Díaz-Noguera. Fulgencio Sánchez-Vera

(coords.)

© From this edition:

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This work is licensed under a Creative Commons Attribution-NonCommercial

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 Summary

Prologue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

  1. Introduction to Artificial Intelligence in Education . . . . 13

PhD Carlos Hervás-Gómez; PhD M. Dolores Díaz-
Noguera; Eduardo Puraivan; Mg. Macarena Astudillo-
Vásquez; Mg. Connie Cofré-Morales

  2. Artificial Intelligence and Education: Is It Necessary,

Is It Convenient? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
PhD Enrique Estellés-Arolas; PhD Javier Pérez Bou

  3. The Inclusion of Artificial Intelligence in Higher

Education: Moving Towards a digital Educational
Transformation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
María Jesús Santos Villalba; José Antonio Martínez
Domingo; Blanca Berral Ortiz; Manuel Enrique
Lorenzo Martín

  4. The Ethical and Epistemic Impact of Artificial

Intelligence in Education . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Inmaculada Perdomo Reyes; Fulgencio Sánchez-Vera;
Betty Estévez Cedeño

7
   5. From Theory to Practice with Artificial Intelligence:
Experience of Project-based Learning in Higher
Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
PhD Arasay Padrón Alvarez; PhD Vladimir A. Rosas
Meneses

  6. The Role of the Faculty Member as an Ethical mentor

in the Use of AI in the Academic Field. Ethical
perception using ChatGPT in the writing of academic
essays. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
PhD Alazne Ciarra Tejada; PhD Diego Ernesto Parra
Sánchez

  7. Integrating AI into Academic Research: How We

Navigate the Inevitable Ethically. . . . . . . . . . . . . . . . . . . . 103
PhD Helen Hendaria Kamandhari; PhD Silvia Lavandera
Ponce; PhD Begoña Mora Jaureguialde

  8. Integrating Generative AI into Analytical Practices in

Qualitative Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
PhD María Paz Sandín Esteban; PhD Angelina Sánchez
Martí; PhD Ruth Vilà Baños

  9. Redefining Language Education in the AI Era:

Challenges, Opportunities and Perspectives . . . . . . . . . . 135
Miguel Cuevas-Alonso; Pablo M. Tagarro

10. Navigating AI Integration in Higher Education:

Ethical Challenges and Pathways for Comprehensive
Human Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
PhD Luis Moral Moreno; PhD José Luis Guzón Nestar;
PhD Ana Martínez Hernández; PhD Paula Gil Ruiz;
PhD Rubén Iduriaga Carbonero

11. Improving Learning through Automatic Generation

of AI-Based Narratives. . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
María Ribes-Lafoz; Borja Navarro-Colorado; María
Tabuenca-Cuevas; José Rovira-Collado

8 The Education Revolution through Artificial Intelligence

12. Perceptions of Artificial Intelligence among Students
in the Faculty of Education . . . . . . . . . . . . . . . . . . . . . . . . 181
PhD Ángela Martín-Gutiérrez; PhD Jesús García-Jiménez;
PhD María del Carmen Corujo-Vélez; PhD Carlos
Hervás-Gómez

13. Artificial Intelligence Tools for the Creation of

Educational Videos for Teaching. . . . . . . . . . . . . . . . . . . . 195
PhD Carlos Hervás-Gómez; PhD María Dolores Díaz-
Noguera; PhD Emilia Florina Grosu; PhD Liliana Mâță;
PhD Sonia Gabriela Neagu; María de los Ángeles
Domínguez-González

14. “I learn better with Dall·E”: Using Prompts for

Self-regulation of Learning with Primary Education
Pupils . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
PhD Celia Moreno-Morilla; Manuel Reina-Parrado;
PhD María Navarro-Granados

15. Automatic Short Answer Grading in Health Sciences

with ChatGPT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
PhD Nuria Padros-Flores; Ivan Gadea Sáez; PhD
Carolina Alonso-Montero

Summary 9
 Prologue

At the threshold of an unprecedented educational revolution,

The Education Revolution Through Artificial Intelligence: En-
hancing Skills, Safeguarding Rights, and Facilitating Human-Ma-
chine Collaboration stands as an essential guide for understand-
ing and navigating the complex landscape of Artificial Intelli-
gence (AI) in education. This meticulously composed book not
only addresses the urgency of incorporating AI into educational
processes but also delves into the ethical, practical, and philo-
sophical implications of this integration.
From the initial exploration of AI in education, through its
necessity and convenience, to its ethical and epistemic impact,
each chapter unfolds as a cohesive narrative that illuminates dif-
ferent aspects of AI in the academic realm. We delve into the in-
clusion of AI in higher education, marking the path towards a
digital transformation that promises to redefine what it means
to learn and teach in the 21st century.
The book examines how AI is being integrated into academic
research and analytical practices, highlighting the technology’s
potential to enrich qualitative inquiry and knowledge genera-
tion. Through an exploration of the challenges, opportunities,
and perspectives in redefining linguistic education, to post-pan-
demic human development in higher education, the authors of-
fer a comprehensive view of the changes that AI is bringing about
in the educational landscape.
Chapters dedicated to enhancing learning through the auto-
matic generation of AI-based narratives, students’ perception of

11
 AI, and the use of AI tools for creating educational videos illus-
trate the wide range of practical applications of AI in education.
From the use of Dall-E for the self-regulation of learning in ele-
mentary school students to the automatic assessment of short
answers in health sciences with ChatGPT, the book highlights
innovations that are reshaping learning and teaching.
The role of faculty members as ethical mentors in the use of
AI in academia, and the experience of project-based learning in
higher education, underscore the importance of ethical and prac-
tical guidance in adopting these technologies. These themes res-
onate throughout the book, emphasizing the need for conscious
and reflective collaboration between humans and machines.
The Revolution Through Artificial Intelligence is not just a refer-
ence work on the integration of AI in education; it is a call to ac-
tion for educators, students, researchers, and policymakers. It in-
vites all stakeholders to actively participate in shaping an educa-
tional future that leverages the potential of AI to enhance skills,
safeguard rights, and facilitate effective collaboration between
humans and machines. This book marks the beginning of an ex-
citing journey towards an educational revolution driven by Arti-
ficial Intelligence, a journey that will transform not only how we
teach and learn but also how we think about education in the
digital age.

12 The Education Revolution through Artificial Intelligence

 1
Introduction to Artificial
Intelligence in Education
PhD Carlos Hervás-Gómez
Universidad de Sevilla, Spain
[email protected]
https://orcid.org/0000-0002-0904-9041

PhD M. Dolores Díaz-Noguera

Universidad de Sevilla, Spain
[email protected]
https://orcid.org/0000-0002-0624-4079

Eduardo Puraivan
Universidad Viña del Mar, Chile
Universidad de Playa Ancha, Chile
[email protected]
https://orcid.org/0000-0003-2134-8922

Mg. Macarena Astudillo-Vásquez

Universidad Viña del Mar, Chile
[email protected]
https://orcid.org/0000-0001-5840-0865

Mg. Connie Cofré-Morales

Universidad Viña del Mar, Chile
[email protected]
https://orcid.org/0009-0000-1442-1218

Abstract
Human history is intimately linked to technological progress. From the first
tools used in prehistoric times for hunting and subsistence to achievements
such as the wheel, the metal industry, the printing press and the steam engine,
technology has been a fundamental driver of social development. The educa-

https://doi.org/10.36006/09651-1-01 13
 tional sphere is not left out, as Artificial Intelligence (AI) is being firmly incor-
porated into all sectors, transforming the professional and leisure scopes. The
1956 Dartmouth Summer Research Project is considered to be the origin of AI
as a field of study, bringing together leading thinkers to explore new research
directions. Today, AI generates advanced digital content, such as generative
Artificial Intelligence (GAI), significantly impacting education. For example,
online search engines employ AI to provide relevant results from large volumes
of user-contributed data. This rapid change in educational practices reflects
technology’s profound influence on our lives.
Integrating AI in education has brought new possibilities, such as individu-
alizing learning, automating administrative tasks, and creating more interactive
and adaptive learning environments. Moreover, AI has proved to be an invalua-
ble tool for enriching the efficiency and effectiveness of educational processes,
allowing teachers and students to access personalized educational resources
tailored to their specific needs. With the exponential evolution of AI, its impact
on education will increase, changing how the world teaches and learns.

Keywords: Artificial Intelligence applied to education, digital transformation,

educational innovation, emerging technologies.

1.1. Introduction
Human development depends on the evolution of technology.
Thus, in prehistory, we find the first technological advances,
where primitive humans began to use tools to hunt and survive
(sharp stones, sticks, etc.), which allowed them to obtain food
and protect themselves from the dangers of the environment.
As time went by, technological advances followed: the wheel,
the metal industry, the printing press and the appearance of the
steam engine. These laid the foundations for the Industrial Revo-
lution and ushered in a new era in human history.
Then, the computer revolution, marked by the development
of computers in the mid-20th century, allowed people to per-
form complex calculations faster and more efficiently. In the
1990s, with the emergence of the Internet, the general public
could access unlimited information, make purchases, communi-
cate instantaneously, and so on. Another significant milestone
in recent decades has been the development of smartphones,
which have become an integral part of our daily lives. Today, we
are facing another technological breakthrough: the Artificial In-
telligence revolution.

14 The Education Revolution through Artificial Intelligence

 Thechnology has consistently and pervasively influenced so-
ciety throughout the evolution of humankind (Segbenya et al.,
2023). It is undeniable that technology has had and continues
to have a significant impact on different aspects of our daily
lives, transforming how we communicate, how we work, how
we learn and how we have fun (Segbenya et al., 2023). It pro-
vides us unprecedented opportunities but poses challenges (such
as the digital divide and over-dependence on screens) and con-
cerns (privacy, security) or ethical issues like Artificial Intelli-
gence.
Technology insertion into our contemporary society has been
pervasive (Hoehe & Thibaut, 2022; Schindler et al., 2017). Un-
doubtedly, almost every facet of human endeavor has been al-
tered by technology (Haleem et al., 2022). In this sense, as we
move towards an increasingly digitized society, it is essential to
understand how technology has influenced our human develop-
ment. According to Cooper (2023), Artificial Intelligence (AI)
plays a crucial role in the increasing digitization of society. AI’s
ability to automate tasks, process vast amounts of data, and pro-
vide predictive insights will increasingly revolutionize various
aspects of our daily lives (Yang, 2022).
The term ‘Artificial Intelligence’ is derived from the combina-
tion of the words ‘artificial’ and ‘intelligence’, i.e., something is
said to be artificial if it has been manufactured or fabricated by
people rather than naturally occurring. Intelligence can be de-
fined as the ability to acquire and use knowledge and skills
(Bolatito, 2024).

1.2. Artificial Intelligence

Today, in the different actions we carry out throughout the day,
from how we interact to how we learn, inform ourselves, or
make decisions, everything revolves around Artificial Intelli-
gence (European Commission, 2022). It is part of our daily lives
(Aoun, 2017). At a general level, and according to the OECD
(2019), Artificial Intelligence (AI) is a general-purpose technol-
ogy that can improve people’s comfort, contribute to positive,
sustainable global economic activity, increase innovation and
productivity, and help respond to global challenges (Bolatito,

1. Introduction to Artificial Intelligence in Education 15

 2024). For Arslan (2020), Artificial Intelligence is one of the
most essential technologies worldwide.
Artificial Intelligence (AI) has become pervasive in everyday
life (Adiguzel, Kaya, & Cansu, 2023). A wide range of examples
illustrate how AI has penetrated various aspects of human life,
such as access to information via the Internet, the consumption
of news and entertainment, facial recognition surveillance sys-
tems that identify individuals, the performance of financial mar-
kets, and the way drivers and pedestrians move around (Wil-
liamson & Eynon, 2020). As AI advances, possibilities that were
once only speculative may soon become tangible. Recently, a
new application called “Sora” has emerged, allowing us to create
high-quality videos from text. Therefore, AI can potentially revo-
lutionize different aspects of society, from the business sector to
healthcare and education (Alawi, 2023).
According to Solomonoff (2023), the Dartmouth Summer
Research Project on Artificial Intelligence, which was held be-
tween June 18 and August 17, 1956, is considered the origin of
AI as a research discipline. Organized by John McCarthy, Marvin
Minsky, Claude Shannon and Nathaniel Rochester, it brought
together several dozen leading thinkers in AI, computer science
and information theory to explore future lines of research.
However, John McCarthy is considered the inventor of this
concept. According to McCarthy, Artificial Intelligence “is the
science and engineering of making intelligent computer pro-
grams with intelligent machine properties” (Arslan, 2020; Adigu-
zel, Kaya, & Cansu, 2023).
In this regard, it is worth mentioning that we are increasingly
using Artificial Intelligence (AI) systems, sometimes without
even realizing it. For example, search engines, intelligent assis-
tants, conversational robots, language translation, navigation
applications, online video games and many other applications
use Artificial Intelligence in our daily lives (European Commis-
sion, 2022).
At the European level, the Artificial Intelligence Act defines it
as “software developed using one or more of the following tech-
niques and strategies (machine learning strategies, logic and
knowledge-based strategies, statistical strategies, etc... ) and that
can, for a given set of human-defined objectives, generate output
information such as content, predictions, recommendations or

16 The Education Revolution through Artificial Intelligence

decisions that influence the environments with which it inter-
acts” (European Commission, 2022).
Therefore, we can say that AI is the ability of a machine to
manifest human-like capabilities such as reasoning, learning,
creating and planning (Arslan, 2020). Therefore, AI is nothing
more than using computing machines to think and act humane-
ly and rationally (Allam et al., 2023).
Regona et al. (2022) define AI as “tasks that can be operated
automatically by autonomous mechanical and electronic devices
using intelligent control”. For these authors, there are three con-
ceptualized types of AI: 1) Narrow Artificial Intelligence (N AI),
whichis a type of Artificial Intelligence used in language transla-
tion and weather forecasting; 2) Artificial General Intelligence
(AGI), a type of future AI that will be able to solve complex
problems with its thinking and disposition; and 3) Artificial Su-
perintelligence (ASI), which a type of futuristic AI that, if devel-
oped, will surpass human capabilities in several areas. As can be
seen in Figure 1.1, the principal subfields of AI are (a) machine
learning, (b) knowledge-based systems, (c) computer vision, (d)
robotics, (e) natural language processing, (f) automated plan-

Figure 1.1. According to Regona, Yigitcanlar, Xia, & Li (2022), the components,
types and subfields of AI.

1. Introduction to Artificial Intelligence in Education 17

 ning and scheduling, and (g) optimization (Regona et al., 2022;
US Department of Education, 2023
According to the European Parliament (2023), the AI groups are:

• Software: virtual assistants, image analysis software, search

engines, voice and face recognition systems
• Embedded Artificial Intelligence: robots, drones, autonomous
vehicles, Internet of Things

Figure 1.2 shows some everyday and future uses of Artificial

Intelligence according to the European Parliament (2023).
The following are some of the applications of Artificial Intel-
ligence that we use regularly and are not aware of, as reported by
the European Parliament (2023):

• Online shopping: AI is used to create personalized recom-

mendations for consumers based on, for example, their previ-
ous searches and purchases or other online behavior.

Figure 1.2. Every day and future uses of Artificial Intelligence.

18 The Education Revolution through Artificial Intelligence

• Internet search: Users provide a lot of data in an Internet
search, used by search engines to provide relevant results for
users.
• Personal assistants: Smartphones use AI to make the product
as relevant and personalized as possible. Virtual assistants an-
swer questions, make recommendations and help organize
their owners’ routines.
• Machine translations: Artificial Intelligence provides and im-
proves translations or automatic subtitling.
• Smart homes, cities and infrastructure: all the home automa-
tion in our homes is learning from our behavior and saving
energy; smart villages are aiming to regulate traffic to improve
connections and avoid traffic jams.
• Vehicles increasingly use AI-developed safety functions that
detect dangerous situations and accidents.
• Cybersecurity: AI helps recognize and fight cyber-attacks and
other threats based on the data they receive, recognizing pat-
terns and preventing attacks.
• Disinformation: Some AI applications can detect fake news
and disinformation by extracting information from social
networks, searching for sensational or alarming words, and
identifying authoritative sources.
• Health: AI can analyze large amounts of health data to find
patterns that could lead to medical discoveries and other ways
to improve individual diagnoses.
• Transport: Artificial Intelligence could improve rail traffic’s
safety, speed and efficiency by minimizing wheel friction,
maximizing speed and enabling autonomous driving.
• Manufacturing: Artificial Intelligence can help companies be-
come more efficient by using robots, optimizing sales routes
or with timely predictions of necessary maintenance or break-
downs in ‘smart factories’.
• Food and agriculture: AI can be used to build a sustainable
food system, ensuring healthier food by minimizing the use
of fertilizers, pesticides and the amount of water needed by
plants, improving productivity and reducing environmental
impact. Many farmers use AI to control their livestock’s move-
ment, temperature and feed consumption.
• Public administration and services: By using vast amounts of
data and recognizing patterns, AI could foresee natural disas-

1. Introduction to Artificial Intelligence in Education 19

 ters, enable adequate preparedness and reduce their conse-
quences.

Thus, technologies associated with AI cover a wide range of

areas, such as intelligent robotics, natural language processing,
language recognition, advanced image recognition, intelligent
expert systems, neural networks and machine learning (Adiguzel
et al., 2023).

1.3. Artificial Intelligence in Education

Throughout history, technologies using language have been ma-
jor turning points. These include the invention of writing, which
enabled the symbolic treatment of language; the printing press,
which facilitated the broader and faster dissemination of knowl-
edge; and the creation of computers capable of processing binary
language. All of these milestones led to the age of digital infor-
mation and technology (Bozkurt, 2023).
Today, a simple academic Google search for the term “Artifi-
cial Intelligence in Education (AIED)” yields 4,490,000 results,
giving us a glimpse of its enormous scope, with the attention it is
receiving evolving at a dizzying pace (Patel & Shahapurkar,
2021; Ilham et al., 2024).
For Grassini (2023), the world has endured a dizzying change
in educational practices in the last decade, mainly due to techno-
logical advances. Among these technologies, the most influen-
cial has been AI. Recent progress and expansion of machine
learning have led to the generation of sophisticated digital con-
tent, such as Generative Artificial Intelligence (GAI), capable of
aiding education (Bozkurt et al., 2023).
AIED is the practice of using computers and other devices to
simulate human perception, decision-making and other process-
es to accomplish a task. In other words, AI refers to the process
by which robots fit complex patterns and learn as they do so (Al-
lam et al., 2023).
According to the European Commission (2022), AI can
change the education of students, educational agents, and edu-
cational institutions. Nowadays, AI systems help identify specific
learning needs, provide students with experiences tailored to

20 The Education Revolution through Artificial Intelligence

their learning pace, and help schools make effective decisions to
use the school’s teaching resources efficiently. From this defini-
tion, we can identify two types of AI:

• Software: virtual assistants, image analysis software, search

engines, and voice and face recognition systems.
• Integrated Artificial Intelligence: robots, drones, autonomous
vehicles, Internet of Things.

Today, it is paramount to study how Artificial Intelligence

(AI) can improve the teaching-learning process and how AI tech-
nology can enable education systems to use modern tools to en-
hance the equity and quality of education (Allam et al., 2023).
According to Domínguez-González et al. (2023), Artificial In-
telligence (AI) is changing the teaching-learning process and re-
shaping the educational landscape (Naidu & Sevnarayan, 2023;
Nipun et al., 2023). For Jamal (2023), “The potential of AI in
teacher education is significant, but its application requires care-
ful consideration of ethical, social, technical, and cultural fac-
tors. While AI can potentially improve the quality of teacher ed-
ucation, potentiate teacher skills, and facilitate personalized
learning, it also raises issues related to data privacy, bias, and
cultural acceptability (p.144)”. Perhaps the Chat Generative Pre-
Trained Transformer (ChatGPT) is the technological develop-
ment with the greatest impact; it has been trained by deep learn-
ing algorithms to generate conversational interactions with user
prompts (Fergus et al., 2023). The trained model can answer
follow-up questions, admit mistakes, question incorrect premis-
es, and reject inappropriate requests (ChatGPT). As Naudi &
Sevnarayan (2023) tell us, “The limitations of ChatGPT are that
the quality of the answer provided by ChatGPT (output) will de-
pend on the quality of the question or input. Clear questions
and input will generate better responses from ChatGPT” (p.12).
In addition, it has enabled the personalization of learning on
a scale that was unimaginable in the past. Thus, it is possible to
adapt the content and pace of learning to the individual needs of
each student (Istrate, 2019), favoring more effective learning
and promoting diversity in the classroom (Biswas et al., 2023).
However, the future of AI in education poses significant chal-
lenges (Naudi & Sevnarayan, 2023). There is concern that AI

1. Introduction to Artificial Intelligence in Education 21

 may dehumanize education, reducing teacher roles and human
interactions in the learning process. Another challenge is that the
implementation of AI in education must be done ethically,
avoiding discrimination and ensuring student data privacy (Ker-
rigan et al., 2022).
The importance of Artificial Intelligence cannot be ignored in
this era of innovation and transformation in many fields, includ-
ing education (Ilham et al., 2024).

1.4. The Possibilities of Artificial

Intelligence in Education
According to Karsenti (2019), AI has 26 contributions to educa-
tion, namely: 1) personalized learning; 2) increased academic
success; 3) automatic correction of certain school assignments,
thus freeing up time for teachers to work on other tasks, but in
this sense the human contribution is still important; 4) continu-
ous assessment of students; 5) teachers can personalize their
courses to the limit; 6) intelligent tutoring platforms for distance
learning; 7) new ways of interacting with information; 8) educa-
tional feedback; 9) personalized learning content; 10) increased
opportunities for students to interact; 11) more interaction be-
tween students and academic content; 12) better teaching
through facilitation rather than content transformation, i.e., as a
teacher’s assistant; 13) help with homework; 14) more learning,
as students are able to interact with their own learning; 15) more
learning, as AI can personalize exercises to make learning more
meaningful and fun; 16) immersive or virtual environments; 17)
dropout prevention; 18) more accessible and engaging distance
learning; 19) learner autonomy, a key mission for educators; 20)
better classroom management; 21) gamification potential and
games contribute to learner engagement; and 22) more efficient
administrative processing. In addition, according to Tejawiani,
Sucahyo, & Sopian (2023), Maufidhoh & Maghfirah (2023), and
Pardamean, Suparyanto, Anugrahana, Anugraheni and Sudigyo
(2022), it has been shown that Artificial Intelligence (AI) can in-
crease students’ enthusiasm in the teaching-learning process, en-
hance their creativity and improve their performance.

22 The Education Revolution through Artificial Intelligence

1.5. Use of Artificial Intelligence
As we use AI, it will be discovered that there are still many
problems to overcome in applying it to various processes. In
this sense, the most critical question that educational institu-
tions must address is what to teach students in this technolo-
gy-based society and the many disruptive technologies that
will alter how people work. Thus, students must understand
that increasingly repetitive and routine work will eventually be
mechanized and performed by robots, Artificial Intelligence
and automation. However, jobs will always require creativity,
intellect and emotional intelligence. Allam et al. (2023) point
out that, at present, many institutions do not teach students
the skills needed for their future careers. Alam and Hasan
(2024) present a list of the current use of Artificial Intelligence
in Education:

1. Artificial Intelligence is recently being used to teach knowl-

edge and skills by assessing their skill level and creating guid-
ed instruction to make them proficient.
2. Artificial Intelligence is now being used to manage classroom
audio-visual devices.
3. AI is now being used to help students learn another language.
There are hundreds of languages that work with Artificial In-
telligence.
4. AI is very important for preparing lesson plans. Lesson plan-
ning communicates to students what they will learn and how
they will be assessed.
5. Artificial Intelligence is currently used in chatbots to help stu-
dents.
6. Artificial Intelligence is currently used to teach students to
program.
7. Artificial Intelligence is currently used to facilitate and man-
age educational games.
8. Artificial Intelligence is currently used to power interactive
games that teach children basic needs.

1. Introduction to Artificial Intelligence in Education 23

 Acknowledgements
This action was financed by the VI Research and Transfer Plan of
the University of Seville (VI PPIT-US). It is part of the project enti-
tled Development of Skills in the Production of Educational Vid-
eos with Artificial Intelligence for Teaching: An Initiative for Ini-
tial Teacher Training (VIDIA-EDU)” within the 4th Teaching Plan
of the University of Seville (Spain). Call for Support for Teaching
Coordination and Innovation (ref. 221). Call 2023/2024.

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1. Introduction to Artificial Intelligence in Education 27

 2
Artificial Intelligence and Education:
Is It Necessary, Is It Convenient?

PhD Enrique Estellés-Arolas

Universidad Católica de Valencia, Spain
[email protected]
https://orcid.org/0000-0002-6067-5064

PhD Javier Pérez Bou

Universidad Católica de Valencia, Spain
[email protected]
https://orcid.org/0000-0001-7298-0499

Abstract
Blockchain, cryptocurrencies and metaverse are technologies that have been
all the rage in recent years. One might be tempted to add Artificial Intelligence
to this group of technologies as just another fad, but unlike these, AI has been
able to integrate into many areas of people’s lives and find practical use cases.
It was already doing so implicitly through virtual assistants (Siri, Alexa, etc.),
but now it is doing so openly, with users being aware that they are using AI
tools.
What is happening with AI, as has happened with other technologies
throughout history, is that its supporters and detractors quickly emerge. And
even more so when dealing with a subject as sensitive as education. Some
tend to idealize its use, minimizing possible problems or risks, while others
tend to fatalize about it and about the havoc it will cause.
Given this situation, it is worthwhile to critically analyze the advantages
and disadvantages of AI as an educational tool, always asking the same ques-
tion: what is in the best interest of the students?
In this book chapter we analyze different use cases and technical reports
that will allow us to identify advantages, disadvantages, and good practices.

Keywords: Artificial Intelligence, education, ethics, students, teachers.

https://doi.org/10.36006/09651-1-02 29
 2.1. Introduction
Learning from the past

“Books will soon be obsolete in public schools”, “[this technol-

ogy] will make the services of the best teachers available to peo-
ple” or “children are learning twice as fast as they once did, and
retaining what they learn”. We might think that these statements
were made by technologists, experts in the field of education
talking about the use of technologies such as the Internet. The
reality is that they were made, in order, by Thomas Edison talk-
ing about cinema in 1913, by Benjamin Darrow (founder and
principal of a school) talking about the radio in 1932, and by
U.S. President Lyndon Johnson talking about the television in
1968 (Cuban, 1986; Wang & Reeves, 2003). All of them were
technologies that promised great changes but failed to deliver
them.
The past shows us that the history of the use of technologies
in education is cyclical and tends to repeat itself. Cuban (1986)
identified the structure of this cycle and divided it into 4 phases:
euphoria, scientific credibility, disillusionment, and blame. In
the first phase, different groups and individuals such as govern-
ments, technology companies and the so-called “evangelists” of
technology (Reich, 2020), advocate the adoption of technology
in the educational environment to change it and improve it in a
broad and profound way. In the second phase, numerous stud-
ies, often carried out by the very companies that manufacture
such technologies (Wang & Reeves, 2003; Desmuget, 2015), are
conducted to find credible evidence of the effectiveness of the
pedagogical applications of such technologies. The third phase
basically consists in the disillusionment and frustration pro-
duced by the realization that the technologies introduced in
schools do not deliver what was promised at the time. The fourth
and last phase is a reaction to the latter, which consists in look-
ing for a culprit. Cuban (1986) mentions the blaming of teach-
ers. Nowadays, digital devices and their ineffectiveness in certain
contexts are also pointed out, as in the case of Sweden and the
use of computers. In this case, the Minister of Education has par-
alyzed the digitization plan due to the loss of11 points in the
Progress in International Reading Literacy Study 2021 (PIRLS)

30 The Education Revolution through Artificial Intelligence

report, deciding to limit digital devices and reintroducing text-
books (Crace, 2023).
Interestingly, the sequence identified by Cuban (1986) is
similar to that known as the “Gartner Hype Cycle” (Gartner,
n.d.), which analyzes the development of fashionable technolo-
gies in different fields.
The reasons for failure in the adoption of technologies in ed-
ucation can be multiple and diverse, such as exaggerated expec-
tations that are impossible to meet, lack of understanding of the
educational reality or lack of necessary resources. After all, the
educational environment is a complex one, where teachers, stu-
dents, resources, a given socio-cultural context and a series of
other elements interact, sometimes in unexpected ways (Reich,
2020). Therefore, interventions that consistently and responsi-
bly analyze the use of technologies in the educational setting,
generating evidence to support or discourage it, become neces-
sary (Wang & Reeves, 2003). As Cuban (2018) maintains, “try-
ing to accelerate learning by ramping up technology is like put-
ting rockets on butterfly wings. More force does not lead linearly
to more progress.”

Facing the present

Currently, the technology that promises to transform education
is Artificial Intelligence. It is true that its application in education
is not new (Chen, Chen & Lin, 2020; Zhai et al., 2021), but its
use has been boosted by recent advances in the field of Genera-
tive Artificial Intelligence.
This type of AI makes it possible to generate content (text, im-
ages, etc.) in response to a request written in natural language
called “prompt”. Systems that produce textual content are called
LLM (Large Language Models), and GPT (Generative Pre-trained
Transformer) is a particular example of these models, which are
trained with large amounts of data, allowing them to capture the
particularities of language and generate coherent content (Miao
& Holmes, 2023).
ChatGPT in particular has substantially changed the educa-
tional landscape for two reasons. The first reason is related to the
types of tasks it can perform. With a variable level of correctness,
ChatGPT and other language models can perform higher-order

2. Artificial Intelligence and Education 31

 cognitive tasks such as elaborating complex texts or summariz-
ing texts, which are tasks that were previously reserved for hu-
mans. This has raised legitimate concerns among teachers at all
levels: from whether AI will replace them as teachers, to what to
do to detect when students use these technologies dishonestly
(for carrying out assignments and essays) (OTS, 2023; Miao &
Holmes, 2023).
The second reason is its level of popularization. As the first
LLM accessible to the general public, it reached the number of 1
million active users in only 5 days and, for example, during the
first months of 2023, it had more than 100 million active users
(Miao & Holmes, 2023).
Moreover, as is always the case when a technology becomes
popular, it is quickly proposed as a teaching tool, thinking that
its use will motivate students more in the learning process (Baek,
Yung & Kim, 2008). In this sense, numerous researchers have
proposed different uses of ChatGPT in education, both for teach-
ing and learning (Ilieva et al., 2023; Kadaruddin, 2023; Lo, 2023;
Liu et al., 2024; Newton & Xiromeriti, 2024). One of the most
frequently cited examples is the use of ChatGPT as a personal tu-
tor, a type of tutoring with long-established benefits (Juel, 1996).
In fact, work on its automation has been underway since the late
1960s, with varying levels of success (Miao et al., 2021; Ilieva et
al., 2023). However, it should be noted that there is no univer-
sally accepted system for the design, development, and imple-
mentation of AI chatbots in educational settings, nor is there ro-
bust evidence of their effectiveness (Miao et al., 2021; Miao &
Holmes, 2023).
Given the situation described above, in this chapter we will
identify and analyze the characteristics of any LLM that must be
considered to make a coherent analysis of its use in an educa-
tional environment, to attain the maximum benefit.

2.2. Framework of Analysis

To identify and analyze the characteristics mentioned above, it is
important to determine the framework of analysis that is going
to be used. It is assumed that all technology has a teleological
nature, i.e., it is oriented to a specific end or goal (Rescher,

32 The Education Revolution through Artificial Intelligence

1999). Logically, to achieve this end or goal as efficiently as pos-
sible, these technologies are designed in a certain way. However,
this does not mean that a technology can only be used for the
purpose for which it was designed. That is why it is also said that
technology is ambiguous (Ortega y Gasset, 1982) in that it can
be used to achieve different ends. This ambiguity, which adds
versatility to a technology, implies the possible variation in its
efficiency in new uses. The technology will have a maximum de-
gree of efficiency in the task for which it was created (provided it
is well designed), but when it is used to achieve other objectives,
its level may vary. It will depend on the alignment of the charac-
teristics of the technology and the requirements of the task in
question.
For example, video games were designed as a means of enter-
tainment and, although many efforts have been made to use
them in education, the result has not been as good as expected
or desired (Desmuguet, 2015). On the contrary, the Internet was
designed for the exchange of information, not for shopping.
However, given its nature and through what Ciborra (2002)
called “DIY” processes, today it can be used for many other pur-
poses such as purchasing products or contracting services. In the
case of video games, there is no alignment between the technol-
ogy and the new task to be performed. In the case of the Internet,
there is.
In addition, the use of technologies often involves unexpect-
ed effects, which are not contemplated in their design, as it is
impossible to do so, and this may make their use inadvisable in
certain areas. The use of social networks, for example, implies a
high degree of disinhibition. This characteristic, which was not
contemplated when computer-mediated communication sys-
tems were designed, makes their use inadvisable depending on
the situation (Shalom et al., 2015).
So how does ChatGPT fit into this objective analysis - ambi-
guity - unexpected effects scheme?

Characteristics of ChatGPT
a) Objective. The original goal for which ChatGPT was created
was to mimic human conversation. Thanks to the use of dif-
ferent AI techniques, ChatGPT is able to produce human-like

2. Artificial Intelligence and Education 33

 text and maintain a conversational style, allowing for more
realistic natural and comprehensible dialogues (Tlili et al.,
2023). In addition, and to facilitate this goal, other features
have been added, such as the so-called “persona pattern”,
which allows the language model to mimic personalities,
characters or emotions during its interactions to facilitate
communication (Parra Pennefather, 2023).
b) Ambiguity. Like any technology, ChatGPT has this character-
istic. Moreover, being able to simulate a fundamental human
skill such as conversation (due the relational nature of the
human being), its potential applications are numerous
(Kocoń et al., 2023).
c) Unexpected effects. In this aspect, both positive and negative
unexpected effects have been found. As positive effects, Chat-
GPT can perform relatively creative tasks (by composing the
knowledge it already has), such as writing poetry or making
up stories. It also allows finding alternative solutions (more
or less valid) in problem solving (Tlili et al., 2023). Regarding
negative unexpected effects, we find several in the literature,
although we highlight three for the specific field of education:
hallucinations, non-determinism and the existence of biases.

The positive effects extend their versatility even further; how-

ever, the negative effects have a very important weight for the
case analyzed in the present work. In the following, we will ana-
lyze these three negative unexpected effects based on the litera-
ture consulted.

2.3. Unexpected effects on language models

Hallucinations

Hallucinations are defined as the production of “content that is

nonsensical or untruthful in relation to certain sources” (Ope-
nAI, 2023). This type of erroneous content can be classified in
different ways (Van Deemter, 2022; Huang et al., 2023): omis-
sions, wrong and/or invented data, answers that do not relate to
the question posed (totally or partially), or logical inconsisten-
cies among others.

34 The Education Revolution through Artificial Intelligence

 This unexpected effect is known by OpenAI, which warns
about it on the ChatGPT website and recommends that this tech-
nology should be used with special care in contexts where relia-
bility is important. OpenAI (2023) analyzed the expert evalua-
tions of ChatGPT-4 answers in different topics and, although it
improved by 19% the correct answers of its previous versions,
the correctness evaluation was between 70 and 80%. This prob-
lem is also identified in other studies that recommend human
intervention for the evaluation of the accuracy and consistency
of the answers (Ilieva et al., 2023).
Sometimes, with the aim of minimizing these hallucinations,
as well as other problems arising from the use of LLMs such as
the generation of inappropriate content, different technics called
guardrails have been developed (Tonmoy et al., 2024). Howev-
er, these guardrails do not work securely either. Liu et al. (2024)
indicate that the level of success in using ChatGPT with guard-
rails in a programming course varied between the different calls,
going from 88% success to 39%.
Regarding the area of knowledge, different studies indicate
that it does not perform equally well in all areas: ChatGPT ex-
celled in critical and higher order thinking and economics, but
its performance was low in law, medical education and mathe-
matics. It also presents problems in identifying sentiment in
messages (Kocoń et al., 2023; Lo, 2023; Newton & Xiromeriti,
2024).
Although work is being done and progress is being made on
different techniques, apart from guardrails, to mitigate the ap-
pearance of these errors (Tonmoy et al., 2024), according to
some authors, it is something inherent to the language models
themselves and it is difficult for them to disappear (Xu, Jain &
Kankanhalli, 2024).
In fact, these hallucinations also occur in EdGPTs, which are
models trained on education-specific data (Miao & Holmes,
2023).

Non-determinism
The non-determinism of LLM refers to their inconsistency in
their responses given the same prompt, ChatGPT, for example,
provides different answers (Tlili et al., 2023). Thus, for the same

2. Artificial Intelligence and Education 35

 question, two learners may randomly receive different, uncom-
plete or even contradictory information, which goes against fair
access to education (Miao & Holmes, 2023).
This non-determinism not only affects the model’s responses,
but also manifests itself in the blocking or not of certain re-
quests. For example, through the aforementioned guardrails,
ChatGPT should not produce inappropriate content. However,
the same question at different times may sometimes produce an
answer justifying the non-generation of such content, and some-
times the requested content.
Therefore, this non-determinism affects not only the users in
terms of the quality of the information they receive, but also the
ChatGPT usage rules themselves.

Biases
In this case, the unexpected effect is the biases presented by the
models’ responses. By design, they tend to amplify the hidden
features of their training data, thus reinforcing the positions they
represent (Miao et al., 2021). This results in the emergence of
political (Fujimoto & Takemoto, 2023), sexual (Miao et al.,
2021), racial (Miao & Holmes, 2023), etc. biases. Being data-de-
pendent, removed or fixed biases may re-emerge due to model
updates, thus their periodic re-evaluation is inevitable (Fujimoto
& Takemoto, 2023).
One way to mitigate these biases would be to use more repre-
sentative and varied data. However, most of the training data are
unknown: OpenAI, for example, partially reported ChatGPT3
data (Brown et al., 2020), but not version 4 data. This is a prob-
lem, as it is thus not possible to identify potential problems due
to the use of inadequate or biased data sources and implies a
significant lack of transparency that affects user confidence
(Miao & Holmes, 2023).
Another problem associated with biases is the use that lan-
guage models make of data from interactions with their users as
part of their training (Tlili et al., 2023). This practice raises issues
related to data security, but in terms of biases, it again prevents
an adequate control.

36 The Education Revolution through Artificial Intelligence

2.4. Discussion
Language models have a series of unexpected effects that hinder
their widespread use in the educational setting. In this sense, it is
necessary to differentiate between their use by teachers and by
students.
As for students, the key is to find the alignment between the
characteristics of the technology and the requirements of the
task to be carried out. It is clear, therefore, that if a task requires
a language model to provide a 100% valid, reliable, and com-
plete answer in its content, it is not advisable to use it. The
same is not true if what matters about the answer is its gram-
matical structure and not its content, for example. Non-deter-
minism is a problem if a concrete and unique answer is needed
(which should also be correct), but it is not a problem if what
is sought is the suggestion of topics, ideas, etc., where receiving
different answers does not imply a comparative aggravation. A
detailed study of what tasks could be carried out based on this
technology-task alignment is therefore necessary, always bear-
ing in mind that education is based on and requires truth (Bar-
rio Maestre, 2008).
In addition, it is important to collect evidence of the effects of
the use of these models on students to be able to make conscious
decisions. For example:

• Its use can make learners lazy and those who are not moti-
vated may use it as a shortcut (Tlili et al., 2023) or fail to ad-
equately review the information provided by the model
(Qureshi, 2023).
• Many learners tend to anthropomorphize the model, eventu-
ally establishing inadequate trust relationships that break
down when hallucinations and inaccuracies are identified
(Tlili et al., 2023; Liu et al., 2024).
• Although invited to always have a critical view on ChatGPT
and other LLMs’ answers (Miao & Holmes, 2023), due to the
correct, convincing, and credible expression these models use,
students tend to trust without questioning the answers, there-
by reducing their critical thinking (OpenAI, 2023; Tlili et al.,
2023). For example, 69% of the students who participated in
the study of Liu et al. (2024) were very confident or generally

2. Artificial Intelligence and Education 37

 confident in the model’s answers, which were valid between
39% and 88% of the time (in different calls).

It is also necessary to train students in the specific use of these

models. In this way, problems such as those arising from the use
of personal data can be avoided. Some models use interaction
data as training data, even though these data are personal. In ad-
dition to the problem of a company storing and training an AI
system with personal data, it has been shown that it is possible
to obtain training data from the model, including such personal
data, by means of given prompts (Nasr et al., 2023). These mod-
els can be configured not to use such data as training data; how-
ever, shouldn’t it be configured that way from the start, assum-
ing a data protection approach by design and by default?
Finally, UNESCO (2019) insists that the use of AI technolo-
gies in education should be aimed at enhancing human capabil-
ities, not replacing them. On many occasions, what is important
is not so much the result to be achieved as the learning involved
in the process to be followed. It is therefore important to avoid
model dependency, so as not to compromise the development
of intellectual skills such as written expression.
As for teachers, AI can enable them to perform their tasks
more effectively and efficiently in administrative and teaching
tasks (Chen, Chen & Lin, 2020). In their case, the focus is differ-
ent from that of students, as their job is not to learn content and/
or skills, but to transmit them. Even so, teachers should be aware
of all the limitations that language models include (biases, hal-
lucinations, non-determinism, etc.), and thereafter use them
ethically and professionally. It is important to always review the
answers they provide and not to delegate the evaluation to these
types of systems by adopting a “human in the loop” approach.
Furthermore, it is important to bear in mind the relevance of
the teacher-student relationship. It is fundamental for the well-
being of the student, as well as an important factor for ensuring a
better academic performance. This relationship is generated based
on a complex intersection of beliefs, attitudes, behaviors and in-
teractions between both (Hamre & Pianta, 2006). The tools ana-
lyzed in this chapter should not hinder this relationship through,
for example, the loss of credibility or trust by working with incor-
rect or incoherent content generated by the language model.

38 The Education Revolution through Artificial Intelligence

2.5. Conclusion
Cazzaniga et al. (2024), analyzing the possible effects of genera-
tive AI on the labor market, conclude that 60% of jobs in ad-
vanced economies are exposed to the effects of the appearance of
AI. Of these, one half may benefit from its use, while the other
half will be negatively affected. Training in the use of AI is there-
fore essential, especially at the university level.
On the contrary, the use of AI as a training tool should be
taken with caution, analyzing its potential usefulness, and flee-
ing from the excitement caused by fads that, as seen at the begin-
ning of the chapter, end up entailing frustration for not deliver-
ing what others promise for them.
Honest and responsible research is essential in the applica-
tion of AI to the field of education, analyzing use cases and test-
ing whether improvements in learning occur. As for teachers,
they too must (we must) make a responsible and conscious use
of AI tools, always prioritizing students’ learning.
All those involved must be realistic and aware of the capabili-
ties and limitations of these models, which were designed to
replicate human conversation and not to tell the truth, so that
then, in the words of the philosopher Emmanuel Mounier, we
“do not demand virtues from them that they do not have and do
not reproach them for not giving what they do not have to give”
(Mounier, 1990).

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42 The Education Revolution through Artificial Intelligence

 3
The Inclusion of Artificial Intelligence
in Higher Education: Moving Towards
a digital Educational Transformation

María Jesús Santos Villalba

Universidad de Málaga, Spain
[email protected]
https://orcid.org/0000-0001-6641-0916

José Antonio Martínez Domingo

Universidad de Granada, Spain
[email protected]
https://orcid.org/0000-0002-4976-7320

Blanca Berral Ortiz

Universidad de Granada, Spain
[email protected]
https://orcid.org/0000-0001-8139-8468

Manuel Enrique Lorenzo Martín

Universidad de Granada, Spain
[email protected]
https://orcid.org/0000-0002-1893-216X

Abstract
Artificial Intelligence (AI) is recently emerging in higher education institutions,
giving rise to a digital revolution that redefines traditional educational ap-
proaches. AI is presented as an innovative technological strategy to improve
the efficiency, accessibility and quality of teaching processes. However, teach-
ers today lack specific training that would allow them to explore the various
pedagogical opportunities that AI applications can offer to accompany and
support students in their educational cycle. The aim of this paper is to analyze
the relevance of AI and the teaching role in higher educational contexts.

https://doi.org/10.36006/09651-1-03 43
 Teachers should take an active role in the inclusion and supervision of AI ap-
plications, making use of their ability to personalize learning and adapt to the
individual needs of students. To this end, it is necessary to have acquired digi-
tal competencies that allow guiding students in the responsible and critical
use of these tools, knowing all of their implications and risks. Collaboration
among education professionals will be essential to ensure an effective and
ethical implementation of AI in the educational environment.

Keywords: Artificial Intelligence, assessment, learning, teaching.

3.1. Introduction
In recent times, Information and Communication Technologies
(ICT) are revolutionizing teaching and learning processes, lead-
ing to various advancements across all educational levels. Stu-
dents are changing the way they learn and access information,
while educators are reflecting on their pedagogical practices and
introducing new teaching methodologies to adapt to the digital
age. The use of technological tools in the educational setting is
beneficial for improving the quality of teaching and providing
students with greater flexibility and access to knowledge both in-
side and outside the classroom (Zawacki-Richter et al., 2019).
Higher education institutions are transforming their tradi-
tional teaching models to adapt to a society and technology in
constant evolution. Therefore, universities must become digi-
tized, provide accessible learning resources and platforms, up-
date academic disciplines, and thus make them more attractive
to students (Escotet, 2023).
Among the various technological resources proliferating to-
day, AI has received special attention for its application and im-
pact on educational processes (Aparicio-Gómez, 2023). AI is
presented as a technological approach that seeks to develop sys-
tems and algorithms capable of performing tasks that, if carried
out by humans, would require the use of intelligence.
John McCarthy was the first computer scientist to coin the
term “Artificial Intelligence” at the Dartmouth Conference in
1956, based on what was previously known as “computer simu-
lation” (Russell & Norvig, 2010). Since 1956, we have encoun-
tered different theoretical interpretations of AI in various fields,
such as chemistry, biology, linguistics, and mathematics. From

44 The Education Revolution through Artificial Intelligence

an educational perspective, AI is understood as a set of computer
systems that can perform human processes, such as learning,
adapting, synthesizing, and using data for complex processing
tasks. Nowadays, advancements in AI are progressing at an ever-
increasing pace, impacting the way education is proposed and
planned in higher education. In this context, it is also important
to note that machine learning is a fundamental area of AI, de-
scribed as a branch of AI that includes software capable of recog-
nizing patterns, making predictions, and applying them to situa-
tions that were not initially predetermined (García-Peña et al.,
2020; Hirsch-Kreinsen, 2023).
AI is revolutionizing the way education is delivered and
taught, as it allows for personalized teaching approaches and in-
teractive learning experiences. By providing real-time feedback,
AI can make interactions between people and computers more
personalized and assist in knowledge acquisition (Popenici &
Kerr, 2017). AI systems can provide different learning approach-
es and personalized assessments based on the strengths and
weaknesses of students. It also helps identify educational diffi-
culties and provide appropriate responses to each of them. How-
ever, Generative AI (GenAI), which can create a variety of data
such as images, videos, audio, or text, is revolutionizing the way
teaching is taught, planned, and managed in higher education
(Dempere et al., 2023).
As we move towards an increasingly digital era, it is necessary
to conduct an analysis of the strengths and weaknesses of these
technological tools to fully leverage their transformative poten-
tial and ensure an equitable educational future. The purpose of
this work was to analyze, from an educational perspective, the
implications of AI in Higher Education, as well as the teaching
role in facing the challenges presented in the teaching-learning
processes in the current educational reality.

3.2. Artificial Intelligence in the

Current Educational Reality
The educational reality in Spanish classrooms has undergone
significant modifications following the approval of the new leg-

3. The Inclusion of Artificial Intelligence in Higher Education 45

 islation, Organic Law 3/2020, of December 29, also known as
LOMLOE.
Since 1970, there have been six major educational laws that
have reformed the Spanish educational system, with perhaps
this latest one demanding a profound change from the active
body of teaching professionals.
These brand-new changes in methodology and in the evalua-
tion system require teachers to train and familiarize themselves
with each of the elements involved in teaching processes. The
use of learning situations that focus on active methodologies
and student motivation towards greater personalization of learn-
ing, the application of Universal Design for Learning (UDL) with
its three principles of action (representation, expression, and
motivation), and a new exclusively competency-based assess-
ment are the reasons for such a significant change.
The publication of this new legislation and its regional devel-
opments coincided temporally with the main changes in the de-
mocratization of the use of AI applications, based on the Chat-
GPT platform from OpenAI, which gave rise to a multitude of
new applications that influence the field of education (Goene-
chea-Permisán & Serván-Melero, 2022; Luckin, 2022).
Why do we link the new legislation to the use of AI in the
new reality of classrooms? Because the changes applied to the
educational system promote symbiosis between both aspects.
Below, we outline what LOMLOE requests from the teaching
staff to help us understand it better:

a) Learning based on “situations or experiences” that are linked

to the students’ close reality.
b) These situations must be relevant and help students achieve
the competency profile (specific competencies, key compe-
tencies, and exit profile) expected from all students upon
completing compulsory schooling.
c) To achieve this competency profile, didactic sequences must
be created with the following characteristics: heterogeneity,
they should consist of activities, problems, tasks, etc., of dif-
ferent styles that favor the different characteristics of our stu-
dents; multilevel, they must address the different levels estab-
lished by Bloom’s taxonomy to ensure training and compe-
tency improvement, as mandated by the law. This is taken to

46 The Education Revolution through Artificial Intelligence

 the extreme when the purpose of the learning situation is the
creation of a product, with “creating” being the pinnacle of
Bloom’s taxonomy.

Figure 3.1. Bloom’s taxonomy. Source: developed by author.

If we understand the change that implies the entire educa-

tional system being dynamized through these premises, we will
see that the traditional use of lectures and activities/tasks focused
on “remembering” or “understanding,” which until recently
were predominantly used in Spanish classrooms, fall into the
background compared to the need to “multilevel” and “hetero-
genize” the didactic sequences of our learning situations.
Let us combine this with the emergence of the democratic use
of AI models in the daily lives of all of us, including our stu-
dents. The changes proposed by the new legislation are a great
success in addressing this reality prevailing in classrooms today.
AI models based on ChatGPT help automate proposals for exer-
cises related to lower-order thinking. That is, proposals such as
“summarize the book you have read” are easily achievable
through AI applications. However, applying what has been read
to the creation of an original product (such as a podcast, a role-
playing game, dramatization, or an interactive mind map) re-
quires the application, analysis, evaluation of processes, and
creative capacity of the students (Luna-Arcos, 2021; Pueyo &
Santisteban, 2023).
Therefore, the new educational reality brought about by the
democratization of AI use by the population is indeed compati-
ble with the changes requested by the new legislation. Intensive

3. The Inclusion of Artificial Intelligence in Higher Education 47

 teacher training will be necessary in both the good design of
learning situations under the “umbrella” of UDL and in the
competency-based assessment of students. But once this model
can be applied, its synergy with the technological changes
brought about by AI in the teaching-learning process will be a
great advantage for the entire Spanish educational system.
With the integration of AI into education in Spain, a range of
possibilities opens up beyond simple task automation. For ex-
ample, it can be applied to personalized attention to students’
needs and styles. This not only facilitates an individualized ap-
proach to the teaching process but also allows teachers to iden-
tify and address areas for improvement more efficiently (Min-
gorance-Estrada et al., 2023).
Additionally, AI can play a fundamental role in evaluating
students’ progress and skills. Automated assessment systems can
provide instant feedback, allowing educators to adjust their
teaching strategies in real time and reduce the time invested in
such traditionally task-intensive activities (Murgatroyd, 2023).
This quick response capability contributes to a continuous feed-
back cycle that benefits both teachers and students.
However, it is important to address the potential ethical and
social challenges that may arise with the widespread incorpora-
tion of AI in education. Student data privacy, equity in access to
technology, and the need to maintain a balance between tech-
nology and human interactions are critical aspects that must be
considered in this new educational paradigm.
In conclusion, the relationship between AI and education in
Spain promises a significant transformation in the teaching-
learning process. While ensuring ethical implementation is nec-
essary, the symbiosis between AI and technological changes can
provide a substantial boost to the Spanish education system
(supported by the new legislation and the methodological
change initiated by it), preparing students for an increasingly
digital and complex future.

48 The Education Revolution through Artificial Intelligence

3.3. Initial Teacher Training and its Implication
in the Use of Artificial Intelligence
The growing integration of AI in higher education institutions
poses significant challenges and substantial transformations for
the teaching staff. As noted by Kuleto et al. (2021), this phenom-
enon highlights the frequent lack of specific training among pro-
fessionals, depriving them of the ability to fully explore the ped-
agogical opportunities offered by AI applications. In this context,
attention is focused on initial teacher training, emphasizing its
crucial role in the effective integration of AI into Higher Educa-
tion educational environments.
In the current scenario, initial teacher training is at a critical
point that demands adaptation to emerging demands related to
educational digitalization and the increasing implementation of
AI (Renz & Hilbig, 2020). In response, it is imperative that teach-
er training programs incorporate meticulously designed special-
ized modules to provide future educators with the necessary dig-
ital competencies (Bonfiel et al., 2020). These competencies not
only involve a deep understanding of the theoretical and practi-
cal principles of AI but also the ability to apply this knowledge
specifically in the field of education.
In this sense, teacher training should focus on familiarizing
educators with a variety of AI tools and platforms, providing
them with the ability to critically evaluate the effectiveness and
applicability of these in the teaching-learning process (Chan,
2023). This formative stage seeks not only to fill a knowledge
gap but also to promote a reflective and analytical approach to
technology integration.
Beyond the acquisition of technical skills, teacher training in
the field of AI should focus on the development of advanced
pedagogical skills. This implies training educators to design per-
sonalized learning experiences that fully leverage the capabilities
of AI (Celik et al., 2022). These experiences should be able to
dynamically adapt to the individual needs of students, enhanc-
ing the efficiency of the educational process and promoting a
more inclusive and student-centered learning environment.
Additionally, the role of teachers in the context of AI cannot
be limited solely to technical aspects; it also involves the active

3. The Inclusion of Artificial Intelligence in Higher Education 49

 promotion of an ethical approach to technology use (Cope et
al., 2020). Teacher training should address crucial issues related
to privacy, equity, and transparency in the use of AI. This ensures
that educators are fully equipped not only to use these technolo-
gies effectively but also to guide students in their responsible
and critical use.
In this broader context, initial teacher training is considered
to play a fundamental role in preparing educators to address the
challenges and capitalize on the opportunities presented by the
inclusion of AI in Higher Education (George & Wooden, 2023).
Comprehensive and specialized training not only empowers
teachers to effectively lead digital educational transformation
but also ensures an ethical and effective implementation of AI in
educational processes.
To achieve this goal, collaboration among educational insti-
tutions, education professionals, and AI experts is considered an
essential component. The synergy of these actors allows for the
development of innovative educational strategies, addressing
ongoing ethical challenges, and continuously adapting teacher
training to reflect rapid advances in AI (Zhang & Aslan, 2021).
In conclusion, the integration of AI into Higher Education
represents a paradigm shift that requires a proactive response in
terms of teacher training. This process must encompass not only
the transmission of technical knowledge but also the develop-
ment of advanced pedagogical skills and solid ethical awareness.
Only through comprehensive and collaborative training can we
ensure a successful educational transition towards a more ad-
vanced and technologically integrated paradigm.

3.4. Conclusions
In contemporary times, there has been an imminent emergence
of AI in institutions of higher education, triggering a digital revo-
lution that redefines conventional educational approaches. This
radical change responds to the growing need to enhance the ef-
ficiency, accessibility, and quality of teaching processes. Despite
being presented as an innovative technological strategy with the
potential to transform higher education, AI faces significant
challenges, one of which is the lack of specific teacher training to

50 The Education Revolution through Artificial Intelligence

fully explore the various pedagogical opportunities that these
applications can offer students in their learning journey.
In this context, the relevance of AI and the role of faculty in
higher education contexts were analyzed. The fundamental im-
portance of active faculty participation in the inclusion and su-
pervision of AI applications is recognized, assuming a central
role in these processes (Kamalov et al., 2023). The ability to per-
sonalize learning and adapt to the individual needs of students
becomes an essential element for the success of these initiatives.
One of the crucial challenges highlighted is the lack of specif-
ic teacher training in the field of AI, an aspect that requires prior-
ity attention. This is because the rapid evolution of technology
demands that faculty acquire specific digital competencies to
fully leverage the pedagogical opportunities of AI in the class-
room (Meylina et al., 2021). Training must go beyond mere
technical understanding of AI applications; it is imperative that
faculty develop skills to effectively integrate these tools into their
pedagogical practices.
This teacher training should encompass understanding the
fundamentals of AI, its application in the field of education, and
the ability to critically evaluate available tools. This training will
not only ensure that educators are aware of the latest technology
trends but also enable them to guide students in the responsible
and critical use of AI applications (Almusaed et al., 2023).
Faculty members, by assuming an active role in the inclusion
and supervision of AI applications, become a catalyst for the suc-
cess of these technologies in higher education. Furthermore, Kim
et al. (2022) pointed out that active faculty presence is essential
to ensure that AI is used effectively and ethically, and student-
centered. Educators must play a proactive role in selecting AI
tools aligned with pedagogical objectives and fostering an inclu-
sive learning environment.
The ability of AI to personalize learning according to the indi-
vidual needs of each student is one of its most promising as-
pects. However, to maximize this potential, it is essential that
faculty play an active role in configuring and adapting tools to
meet the specific needs of their student group. Therefore, effec-
tive personalization of learning through AI requires a deep un-
derstanding of students’ individual characteristics by faculty
(Minn, 2022).

3. The Inclusion of Artificial Intelligence in Higher Education 51

 Collaboration among education professionals emerges as a
crucial element to ensure the effective and ethical implementa-
tion of AI in the educational environment. This collaborative ap-
proach involves not only sharing knowledge and experiences but
also working together to develop digital competencies that enable
ethical and responsible guidance of students in using these tools.
Ethics in the implementation of AI in higher education is po-
sitioned as a topic of great importance. Faculty must be equipped
with knowledge about the ethical and social implications of AI,
as well as the ability to guide students in the reflective and criti-
cal use of these tools. Thus, ethical training of faculty is essential
to ensure that AI is used fairly and equitably, avoiding biases
and discrimination (Roche et al., 2023).
Additionally, collaboration among education professionals is
presented as a key element for the effective implementation of
AI in higher education. The diversity of knowledge and skills
within the faculty allows for a holistic approach that encompass-
es everything, from selecting AI tools to adapting pedagogical
methods, with the aim of fully leveraging these technologies.
In conclusion, the integration of AI in higher education is a
reality that poses significant challenges and opportunities. The
active role of faculty is essential to ensure that AI is used effec-
tively and ethically, and student-centered. Specific training in
digital competencies and ethics, collaboration among education
professionals, and the ability to personalize learning are key ele-
ments to fully leverage the transformative potential of AI in
higher education. To address current and future challenges of the
implementation of AI in higher education, continuous commit-
ment to faculty training, the development of student-centered AI
tools, and the promotion of a culture of collaboration and ethi-
cal reflection in educational institutions are necessary. Haga clic
aquí para escribir texto.

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3. The Inclusion of Artificial Intelligence in Higher Education 55

 4
The Ethical and Epistemic Impact of
Artificial Intelligence in Education

Inmaculada Perdomo Reyes

Universidad de La Laguna, Spain
[email protected]
https://orcid.org/0000-0003-4838-7278

Fulgencio Sánchez-Vera
Universidad de la Laguna, Spain
[email protected]
https://orcid.org/0000-0002-0697-9120

Betty Estévez Cedeño

Universidad de la Laguna, Spain
[email protected]
https://orcid.org/0000-0002-1590-952X

Abstract
This chapter examines the impact of Artificial Intelligence (AI) on education
and creative work, highlighting the need for interdisciplinary analysis in the
context of the interrelationship between technoscience and society. The ethi-
cal challenges of AI, such as algorithmic biases and epistemic injustice, and its
influence on educational and decision-making processes are discussed. The
text emphasizes the importance of regulation and accountability in the use of
AI to preserve democratic values and fundamental rights, while also reflecting
on the future of education in the age of AI.

Keywords: Artificial Intelligence, education, society, ethical challenges, epis-

temic injustice

https://doi.org/10.36006/09651-1-04 57
 4.1. Theoretical Approach:
Technosciences and Society
In science, as in any other human cultural practice, values and
interests are present in different forms and degrees at different
stages of the scientific process. Moreover, scientific knowledge is
the result of controlled research, thus experimentation and inter-
pretation of data must satisfy the minimum level of empirical
adequacy, although these are issues subject to contextual value-
based decisions. Therefore, from the formulation of the ques-
tions that point out a research problem and the objectives set
(cognitive and pragmatic or application), the selection of the
most appropriate methodologies to address it, the processes of
extraction, selection and interpretation of data, the delineation
of hypotheses, the texture of the inferences, the results and even
the public communication of the latter imply value-based judg-
ments. The knowledge capitalization era (Echeverría, 2003) re-
quires a more comprehensive interdisciplinary effort that ena-
bles the analysis of all the relevant aspects involved, focusing on
the inherent and shaping values of technoscientific practice it-
self.
The term “technoscience”, originally proposed by Bruno La-
tour in 1983, refers to the fusion of science, technology, industry
and the military (Echeverría, 2003), as well as the hybridization
of this complex and society. These developments are accompa-
nied by radical changes in the ontological premises of the tech-
nosciences, as well as in some of their rhetorical and political
strategies. From these multifaceted changes come new episte-
mologies and methodologies that emphasize the constructionist
character of categories such as science, technology, and society.
Science, Technology and Society (STS) theoretical approaches
pay attention to these new challenges from strategies and con-
cepts that capture the reality of this new organization of scientif-
ic-technological practice. These are “socio-technical systems, hy-
brid systems involving individual people, but also corporate ac-
tors such as companies and government bodies, as well as more
abstract social entities such as institutions, laws and regulations,
and other rules” (Franssen and Kroes 2009, p. 223). Proposals
such as that of Jasanoff (2004, 2016) invites to modify the ap-

58 The Education Revolution through Artificial Intelligence

proach to capture the emerging characteristics of such hybridiza-
tion: the configuration of socio-technical imaginaries, linked to the
concept of co-production of science, technology and society. Un-
veiling these socio-technical imaginaries helps to explain why
some scientific and social visions tend to gain more support and
authority, and why some develop at the expense of others.
The analysis of the impacts of AI systems requires a critical
analysis. Here, interdisciplinarity is absolutely necessary: techni-
cal and legal, philosophical, political, ethical and educational as-
pects are intertwined in the social phenomenon of AI. It is a ma-
jor challenge for which the theoretical approach of STS Studies
of co-production or mutual conformation of technoscience-soci-
ety is proving to be fruitful (Wajcman, 2023). A diversity of ac-
tors or social agents transit and interact with the technoscientific
system. They exercise their capacity to co-produce (unexpected
or unforeseen uses of certain technologies, resignification, trans-
formative symbolic uses, modification of values and behaviors,
dissident narratives...) technology and its meanings. In this sys-
tem, it is necessary to introduce the gender perspective in an in-
tersectional key to address complexity in an effective and fruitful
way and to develop research on this continuous dynamic.

4.2. From Expert Systems to Dataism

and Epistemic Injustice of AI
AIs with autonomous learning based on neural networks are ca-
pable of making correlations and inferences from the millions of
data they use (databases, images, results of human interactions
with smartphones, etc.), reflecting, as if it were a mirror, the ac-
cumulation of human traits and characteristics. The Latin word
datum, which comes from dare (to give), literally means given.
Knowledge in the information regime strives to achieve total
knowledge through algorithmic operation, substituting the nar-
rative for the numerical. Dataism aims to calculate everything
that is and will be (Byung-Chul Han, 2022, p. 21).
On the other hand, they also reflect the biases, prejudices and
stereotypes that continue to structure our societies. The algorith-
mic bias acquired through data are multiple and varied. These are

4. The Ethical and Epistemic Impact of Artificial Intelligence in Education 59

 related to the very nature of databases that do not actually repre-
sent the entire population (Criado, 2019). Generative AIs reify
and circulate existing gaps and biases, but they give them a ve-
neer of objectivity and neutrality despite the opacity of most of
these processes. They can be true automated mechanisms of re-
production and generation of inequalities and exclusion (Eu-
banks, 2018). Technologies are both a reflection and a crystalli-
zation of social processes. Even so, there are still few studies fo-
cused on how power and gender relations end up integrated into
technoscience, from the design to the setting of pragmatic goals,
but it is widely recognized (Wajcman & Young, 2023) that both
the workforce and the dominant cultures in technoscience are
clearly representative of the groups of people that make up it,
and that women, for example, do not represent more than 17-
19% (Young, Wajcman, & Sprejer, 2023). In this way, AI as a
disruptive technology represents a biased prolongation of the
knowledge production model. Such a situation is of clear algo-
rithmic and epistemic injustice and faces major challenges in
education, at work and, especially, in public decision-making
processes and in the generation and transfer of knowledge.
Algorithmic injustice is reflected by not considering the epis-
temic contribution of vulnerable voices or groups, underestimat-
ing the importance of contextual categories, both material and
immaterial (Abdilla, 2021) and of corporeal entities or agential
realism (Barad, 2007) of minorities, which are relegated to the
products of the large AI technology industries (Catá, 2023), all
of which are examples of the Western capitalist model. There-
fore, the production of technoscientific knowledge is subject to
algorithmization. In other words, the sociocultural processes,
data, and institutions that, in natural language, we may -or may
not- recognize as authoritative agencies of knowledge become
algorithmic models of the globalized world.
New AI-mediated narratives construct hegemonic algorithmic
cultures (Striphas, 2015 cited in Ricaurte, 2022). When the
‘XCheck’ program created by Facebook and initially designed a
mechanism to review in more detail the measures taken against
high-profile accounts, it ended up becoming a system that rather
exonerated numerous celebrities, politicians or journalists from
complying with the rules that are imposed on other users. This
shows that, when an algorithmic sociocultural model is pro-

60 The Education Revolution through Artificial Intelligence

duced, there is a high probability of prolonging or generating a
new version of capitalism, colonial and patriarchal (Ricaurte,
2022). Therefore, the role of ethics or the development of re-
sponsible AI (Torrones, 2020) becomes a core issue.
The work situation experienced in 2018 by Timnit Gebru and
Margaret Mitchell,1 both pioneering AI ethics researchers and
former Google employees, suggests that, in a world imbued with
bias, algorithmization enhances existing differences. Thus, an
ethic code for the majority of the world (Ricaurte, 2022) in times
of AI must be based on the recognition of deliberation as a cor-
nerstone of technoscientific development and as a necessary
dose of humanity in the construction of the new technology.

4.3. Generative AIs and Impacts in the

World of Creative Works and Education
Nowadays, machines cross (or replace) the immaterial, cognitive
and cultural work, the communicative activity of society and the
deliberative capacity of citizenship. They learn by themselves,
that is, it is no longer necessary to instruct them. They can find
rules, correlations between x and y, not even foreseen by hu-
mans (which means significant advances in disciplines such as
Medicine, when it comes to accurately diagnosing a disease from
multiple and varied symptoms). However, machines do not
know why this is the case. It is still a profoundly human task to
give an account of the why, to clarify the frames of reference, the
prior assumptions, the values and the objectives set. Although
assisted by AI systems, human beings can increase the accuracy
and speed of responses to decision-making but cannot be re-
placed by machines.
In addition, delegating to AI systems decision-making pro-
cesses such as the suitability of candidates for a job position, ac-

1. In 2020, Gebru was terminated from her job because she refused to retract the
findings published in an academic paper after her superiors requested it. The referred
paper explained the weaknesses of facial recognition and evidenced a 34% error margin
in recognizing black women. More information in Pérez, 2020, and Hao, 2020. Mitchell
was terminated months later. She is considered one of the leading experts in ethics ap-
plied to technology and one of the 100 most influential people of 2023 (Catá, 2023).

4. The Ethical and Epistemic Impact of Artificial Intelligence in Education 61

 cessing life insurance or mortgages, the resolution of administra-
tive applications, etc., offers public managers the necessary ethi-
cal distance to make decisions that are increasing the
vulnerability, inequality and exclusion of the more disadvan-
taged people. Whether or not they belong to the statistically rel-
evant, or reference, profiles identified by AI models, algorithms
and systems, can mean the difference between being eligible or
not to be a beneficiary of all the resources that a society puts into
circulation to facilitate the lives of citizens. The line between
classification based on algorithmic calculation (apparently ob-
jective) and the assessment of the specific conditions of cases
that require human deliberation, reflection, rationality and com-
munication is not so thin if it involves increasing the vulnerabil-
ity and social exclusion of these people.
Of particular concern is the advance of generative AIs in those
areas that reflect human skills, rationality and creativity: artistic
and creative works, those requiring conceptual analysis and criti-
cal thinking, and those of knowledge transfer and shaping, as
well as the teaching and learning process of new generations.

4.4. From Externalized Memory

to Fractured Thinking
It would not be wrong to say that we have left behind the era of
knowledge embodied in books with structured discourses and
careful arguments. Now, we are in the fragmentation of thought.
Rationality also requires time. That time no longer exists in the
face of the continuous acceleration of processes. AI does not rea-
son, it computes. Arguments can be improved and are the basis
of continuous learning, especially in the formative stages; how-
ever, if we replace them with algorithms, even if they are opti-
mized, this leads us to abandon the argumentative and reflective
effort. This is, at the same time, an abandonment of thinking.
We cannot process the enormous amount of information, nor
fight against the speed of tweets, memes or the attractiveness of
images that impact our brain, turning it into a true addiction to
the continuous consumption of visual stimuli that impact our
emotionality instantaneously.

62 The Education Revolution through Artificial Intelligence

 Big data and Artificial Intelligence enable the information regime to
influence our behavior at a level that lies below the threshold of
consciousness. The information regime takes hold of those pre-re-
flexive, instinctual, emotive layers of behavior that precede con-
scious actions. Its data-driven psychopolitics intervenes in our be-
havior without us being aware of it. (Byung-Chul Han, 2022, p. 15)

However, we are forced to think about and implement, in the

teaching-learning process, new strategies that make use of the
best of generative AI systems: especially those that process natu-
ral language and image creation, among others. We must incor-
porate generative AI systems and, at the same time, stimulate
and enhance reflection, rational argumentation and meaningful
learning. Rational-argumentative and meaningful learning are
the basis for growth and development in the personal growth of
the younger generations. This is essential for a mature and delib-
erative citizenship. Moreover, it is the basis for a well-function-
ing democratic society. Hannah Arendt was already pessimistic
in the 1990s, but we are still obliged to make this effort.

The effort of knowledge and perception is replaced with the busi-

ness of distraction. The consequence is a rapid decline in human
judgment. There is an unmistakable threat in it: it either makes the
public immature or keeps them immature, and it touches on the
social basis of democracy. We had fun until we died. (Hannah
Arendt, 1996, p. 342, self-translation)

Education is constantly evolving, and the direct influence of

technological advances at all levels has long been watched with
concern. The widespread use of the Internet facilitated many
tasks of searching for information, allowed communication in
new formats and put into circulation all kinds of resources that
have been changing the scenario and the patterns of the teach-
ing-learning process. Adapting and incorporating new method-
ologies and evaluation systems has been a constant in recent
years. Nevertheless, it is undeniable that the impact of AI sys-
tems on education poses a new challenge, especially Natural
Language Generation models such as the one developed by
Open AI (ChatGPT), and others like it. These systems can gener-
ate study materials, offer conceptual precisions when required,

4. The Ethical and Epistemic Impact of Artificial Intelligence in Education 63

 bodies of structured information, explanations on a topic, solu-
tions to mathematical problems, and so on. From this point of
view, they can become learning partners, tutors who guide the
process of self-learning or help in educational management.2 At
the same time, we easily delegate to this types of tools the effort
of writing well-structured texts with personal involvement; we
subrogate the act of formal teaching, which is considered an act
of social interaction essential in the development of the human
being and with a high load of emotional capital (Tarabini, 2020)
provided by the presence of the teacher, particularly in the first
years of life.
On the other hand, teachers can also generate materials and
obtain answers to numerous questions about the best way to or-
ganize their educational and assessment practice, among other
tasks. There is the option to perform an automated assessment
and to know in real time the performance and progress of the
students. The question immediately arises as to the authenticity
of the learning and assessment process: does this develop an ad-
equate level of critical, argumentative and communicative skills?
Moreover, do we learn to differentiate correct, truthful or rele-
vant information from that which is not? And do they develop
the capacity for independent thinking or do they get used to
quick and limited answers to save the delivery of a paper or the
preparation of an exam or assignment? In addition, the use of
these tools produces a loss of the value of authorship, as they do
not consider the citation process relevant and the concept of pla-
giarism is relativized.3
As teachers, we are also concerned about the loss of the abili-
ty to concentrate, loss of the ability to argue and to make well-
founded judgments, loss of creative, deliberative and communi-
cative skills. We observe with concern the fragmentation of at-
tention and thought, which are fundamental values for becoming

2. In the field of management, the Lola (University of Murcia, 2028) or ADA cases
of (University of Jaén, 2021) are pioneering examples that have implemented AI-based
virtual assistants. With a chatbot, they have provided information for new students and
have helped to resolve doubts about degrees, credits and procedures.
3. In a recent study on dishonest practices among students in the first year of the
Bachelor’s Degree in Primary Education, 40% of students perceive that the practice of
plagiarism in academic tasks is common despite the fact that they also recognize that if
it is proven has serious consequences for their academic performance (Sánchez-Vera et
al., 2023).

64 The Education Revolution through Artificial Intelligence

good professionals in the future and having an adequate person-
al development. Acting ethically means being able to take re-
sponsibility for our judgments and actions and their conse-
quences, something that machines cannot do, no matter how
sophisticated they become.

4.5. Regulation of Artificial Intelligence

and the Future of Democracies
The conflicts of values and the problem of many things (numer-
ous interconnected scientific and technical elements) and too many
hands (many agents, with different objectives and values, at dif-
ferent levels), such as AI systems (Coeckelbergh, 2021, p. 98-99),
challenge the issue of responsibility and reliability in a techno-
science whose problems of opacity, lack of transparency, and ex-
plainability demand the necessary limitation through regula-
tion. The EU has recognized this for years when it formed the
specific commission that developed the AI White Paper pub-
lished in 2020. It states: “Given the major impact that AI can
have on our society and the need to build trust, it is vital that
European AI is grounded in our values and fundamental rights
such as human dignity and privacy protection” (p.2). Moreover,
the requirements for trustworthy AI are seven: human action and
oversight; technical soundness and safety; privacy and data man-
agement; transparency; diversity, non-discrimination and equity;
social and environmental well-being and accountability. With a
risk-based approach that grads these systems from unacceptable
risk, high risk, limited risk and minimal risk, on December 9,
2023, an agreement was reached between the Member States
and the European Parliament and, although it must be ratified,
the text defines the obligations and rules by which this technol-
ogy must be governed. Europe will only allow the use of facial
recognition and biometric control systems in special cases and
with judicial authorization. Regarding generative or foundation-
al models such as ChatGPT, these will have to meet transparency
criteria and it will be necessary to clarify whether a text, an im-
age, or a song has been generated by AI. In addition, it must be
ensured that the data that have been used respects copyright. The

4. The Ethical and Epistemic Impact of Artificial Intelligence in Education 65

 law will not be available for at least three years, but the Europe-
an initiative undoubtedly sets limits to these developments so as
not to jeopardize the rights and values that we consider central
to democratic societies.

4.6. Artificial Intelligence and

the Future of Education
The expansion of digital technologies in the last decades and re-
cent advances in generative Artificial Intelligence are shaking tra-
ditional pedagogical models. The traditional educational ap-
proach, rooted in books and structured arguments, is compro-
mised in the face of new scenarios of fragmented and accelerated
thinking due to the efficiency of digital technologies and genera-
tive AI.
We should carefully consider the role of algorithms in educa-
tional processes, as AI computes and optimizes, but humans de-
liberate and reason. AI systems can give logical arguments, but
they do not possess the faculty of reasoning in the human sense
(Larson, 2022). In education, the opportunity to integrate AI is
yet to be determined, that is, it is necessary to establish what,
how and when to use technology, otherwise we can fall into de-
pendence on algorithms and affect the critical, argumentative
and communicative skills of students. The ability to reason and
argue, which is essential for meaningful learning, cannot be rel-
egated to the background by being replaced with technological
assistants that, in pursuit of efficiency, strip us of fundamental
skills.
In this scenario, we must be aware of the risks of over-relying
on automated technology in educational contexts. The promise
that technology will provide a more accessible and personalized
education, with fair and efficient assessments, and data analysis
for informed decisions, is undoubtedly attractive. However, the
challenges posed by AI in terms of digital divide, data privacy
and security, lack of transparency, and the incorporation of bi-
ases into algorithms, require careful thought and action. In addi-
tion, excessive automation could lead to a loss of human interac-
tion essential for social and emotional learning (Sánchez-Vera,

66 The Education Revolution through Artificial Intelligence

2022). At this point, the role and training of educators becomes
essential to manage integration and change.
In a world where AI is redefining the educational landscape,
we must ensure that the democratization and personalization of
learning, facilitated by technology, are balanced with the quality
and relevance of the education provided. In this sense, following
Amartya Sen’s view of development as freedom (Sen, 1999), we
must underline the importance of empowering people for active
and meaningful participation in society, and this implies foster-
ing critical thinking and ethical understanding in students. It is
about offering a comprehensive and holistic education that not
only focuses on technical skills, but also on the development of
broader human capabilities.
Furthermore, considering the impact of technology on the
public sphere (Habermas, 1984), it is essential to reflect on the
responsibility of algorithmic systems in social and political val-
ues. AI has the potential not only to form opinions and wills,
but also to shape interactions in a democratic environment.
Habermas, while not specifically focusing on AI, provides a use-
ful framework for considering how technology affects public dis-
course and opinion formation. The emphasis of this author on
rational and deliberative communication in the public sphere
can be a valuable reference point for evaluating and guiding the
development of educational technologies that respect and pro-
mote democracy and citizen participation.
Looking to the future, it must be ensured that technology not
only advances in terms of efficiency, but also contributes to the
development of an informed, critical and ethically engaged citi-
zenry. The incorporation of AI in the field of education repre-
sents not only a technological evolution, but also a challenge of
political, philosophical and social nature, which demands a
multidisciplinary approach to ensure that its application rein-
forces democratic values and promotes and ensures equitable so-
cial development.

4.7. Conclusion
The challenge we face with AI, particularly in education, is
served. However, we must not lose sight of the fact that this is

4. The Ethical and Epistemic Impact of Artificial Intelligence in Education 67

 only a tool at the mercy of decision-makers in this or any other
area. As at other times in history, when technological evolution
is generated, our duty is to remember that adaptation and its use
must be the product of deep public deliberation.
Knowledge of reality should not be subrogated to the prevail-
ing algorithm. However, we must humbly acknowledge the effi-
ciency, speed and ability to manage huge amounts of data pos-
sessed by digital technologies, intelligent systems, chatbots or
any other tool based on Artificial Intelligence. In the words of
Duede (2023), we may be dealing with an instrumental episte-
mology, simply different from the epistemology of experts, but
reality should not be reduced to one or the other. In this sense,
these are two different categories and perhaps valid for obtaining
in-depth knowledge, a key aspect of the teaching and learning
process. But there are more categories that ethics reminds us not
to forget: minority groups, vulnerable people, and contexts are
also fundamental categories of knowledge that cannot and
should not be forgotten in the complex reality that permeates AI.

Acknowledgement
This work is fully collaborative and is part of the research project
“Vulnerabilidad, precariedad y brechas sociales. ¿Hacia una re-
definición de los derechos fundamentales?”, PID2020-
114718RB-I00, funded by MICIU/AEI/10.13039/501100011033

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70 The Education Revolution through Artificial Intelligence

 5
From Theory to Practice with Artificial
Intelligence: Experience of Project-
based Learning in Higher Education
PhD Arasay Padrón Alvarez
Universidad Internacional de Valencia, Spain
[email protected]
http://orcid.org/0000-0002-2248-7776

PhD Vladimir A. Rosas Meneses

Universidad Nacional de San Agustín de Arequipa, Perú
[email protected]
http://orcid.org/0000-0001-9508-8743

Abstract
Competency-based training focuses both on the development of capabilities,
skills and knowledge, as well as on education in values, experiences and atti-
tudes that, when integrated, are aimed at the successful performance of the
student. In this sense, active methodologies, particularly project-based learn-
ing (PBL), provide an opportunity for students to apply and develop skills in
real situations and through teamwork, making use of the potential of the ap-
plication of information and communication technologies (ICT), such as Artifi-
cial Intelligence. In this context, the present study aimed to assess the meth-
odology applied in the experience of project-based learning and Artificial In-
telligence in the online training of mechanical engineers. The experience was
developed in the degree of Mechanical Engineering at two universities (Na-
tional University of San Agustín de Arequipa, Perú and the Technological Uni-
versity of Havana, Cuba) in two subjects, respectively: Mathematical logical
reasoning and Pedagogy and didactics of higher education. The analysis was
carried out based on a set of achievement indicators (pass, fail, dropout and
withdrawal), and it allowed for a comparative study between 2022 and 2023
that offers valuable results in the online training process of these students.
The methodology used, the analysis carried out and the impact obtained con-
stitute a motivating guide for today’s higher education.
Keywords: Artificial Intelligence, project-based, learning.

https://doi.org/10.36006/09651-1-05 71
 5.1. Introduction
The constant demand for change, updating and readjustment of
the educational process in the face of various contexts and social
transformations places competency-based training in a require-
ment that cannot be postponed, assuming this pedagogical
model as the search for a process that places the student at the
center of their training through metacognitive strategies and ac-
tive methodologies, which affect comprehensive training and
lead the teacher in the management and guidance of learning. In
this way, the primacy of teaching through learning and cognitive
transmission through training is finally eliminated in face-to-
face, hybrid, and completely online environments (Urday &
Deroncele, 2022; Bernardo et al., 2023).
Project Based Learning (PBL), with an important presence in
the literature, is historically recognized as a model, approach,
strategy, alternative and other nomenclatures, but the most used
and the thesis that is assumed is to consider it as an active meth-
odology. Furthermore, it is recognized as one of the most cur-
rently used in higher education, especially in the training of en-
gineers (Mitxelena-Hoyos et al. 2021).
Among emerging technologies, Artificial Intelligence (AI) has
been worked on for more than 15 years in its integration into
the educational process, based on its impact on online training,
as well as tools and methodological alternatives in other con-
texts. In this field, Artificial Intelligence (AI) offers numerous po-
tentialities, among which the search, compilation and analysis
of information in exponential figures and in increasingly re-
duced times stands out, which poses great help for updating the
educational process (Ocaña-Fernández et al. 2019; Baek &
Doleck, 2023).
In addition to this are the valuable options for personaliza-
tion, individualization and feedback in the teaching-learning
process, as well as its countless tools and alternatives for the de-
velopment of student autonomy and participation in their train-
ing and growth process, both personal and professional, in all
educational areas and levels (D’Mello et al., 2017; Rapanta et al.,
2021).
In this framework, this study aimed to assess the effectiveness
of the methodology applied in the Project Based Learning expe-

72 The Education Revolution through Artificial Intelligence

rience and the integration of Artificial Intelligence in the online
training of mechanical engineers.

5.2. Project Based Learning (PBL)

Project-Based Learning (PBL) is abundantly discussed in the lit-
erature, although in a polysemic and diverse way. In some cases
it is conceived as a strategy, method, methodology, theory, ap-
proach, activity, task, among other terms. In its study, as a com-
mon point, its importance and value prevail in the achievement
of the student as the center of the process and in its impact on
the formation of a group of competencies and values such as
leadership, creativity, communication and collaboration. Like-
wise, its strong relationship is recognized with approaches and
theories such as meaningful, cooperative learning, the flipped
classroom, and more currently with the integration of informa-
tion and communication technologies (ICT) (Ayerbe & Perales,
2020; Cyrulies & Schamne, 2021; Zambrano, Hernández, &
Mendoza, 2022).
PBL is defended as an active methodology that promotes mean-
ingful learning, by involving students in real and challenging
situations that allow them to develop important skills and com-
petencies for their future in the problem-profession-project rela-
tionship. PBL is consolidated as one of the methodologies that
directly affects the student as the center of the process, where
their self-direction is strengthened through self-directed learning
(SDL) skills (Loyens, 2008).
Among the particularities of PBL is its practical approach, which
focuses on solving real and meaningful problems for students,
provoking high levels of creativity and autonomy. Furthermore,
the creation of a tangible final product, which implies not only
the mastery of the content, but the development of skills, abili-
ties, values and spaces for group interaction that strengthen com-
munication, collaboration, and critical thinking, among others
(Villalobos, 2022).
AI can facilitate advanced analytics and tailor learning experi-
ences to individual student needs, taking PBL methodology to a
more advanced and adaptive level in the digital age. The combi-
nation of PBL, ICT and AI creates a dynamic and student-cen-

5. From Theory to Practice with Artificial Intelligence 73

 tered educational environment, where practical application, au-
tonomy and technology converge to significantly enrich the
learning process.

5.3. Artificial Intelligence

The growing impact of Artificial Intelligence (AI) influences the
educational process in an accelerated manner and from various
sciences, such as Computer Science, Statistics, Psychology, Soci-
ology, and Pedagogy, among others. In this multidisciplinary
process, a responsible and pedagogically-based integration is re-
quired in the first instance in such a way that it contributes to
the strengthening of the training process from its broad potential
(Bhargava, 2022; Martínez et al., 2023).
In this incessant but necessary search for resources and alter-
natives for an educational process where technology and virtu-
ality are considered prevailing, the impact of Artificial Intelli-
gence (AI) has curricular, pedagogical and didactic implications
and challenges. In this debate, numerous authors, such as
González and Silveira (2022) and Bellomo (2023), highlight its
importance for the personalization of the educational process,
for support and tutoring, as well as for the prediction and analy-
sis of data and results of the training process. They also under-
line the growing role of educational approaches, such as smart
education and precision education, as well as the emergence of
various AI applications and technologies in the field of educa-
tion, such as learning analytics, intelligent tutoring systems,
MOOCs, and virtual teaching-learning (EVEA), all this with im-
portant reflections on the necessary basic curricular, pedagogi-
cal and didactic conception required by the educational model
that is defended.
As AI becomes stronger, at a didactic level, it is more easily
integrated into the students’ need for more meaningful educa-
tional practices, related to their reality and problem solving,
as well as facing new challenges that mobilize knowledge,
thinking and capabilities, such as values, decision making,
feelings and competencies related to leadership, creativity,
collaboration and autonomy (Padrón et al., 2022; Álvarez-
Álvarez, 2023).

74 The Education Revolution through Artificial Intelligence

 In this order of ideas, important similarities can be observed
between the educational demands and the competencies pre-
sented with the professional model in the training of engineers,
where educational innovation is insisted upon (Rodríguez et al.
2011; Cundulli & Elizabeth, 2023).

5.4. Didactic Proposal Implemented for

PBL Through AI in Engineer Training
Various criteria are found in determining the steps or phases and
the key questions for the organization and methodological plan-
ning of PBL. Among them, they are recognized from 4 phases
(choice and motivation, planning, development and evaluation)
(Rodríguez & Hernández, n. d.). Other authors describe it in ten
steps, such as López, Gómez, & Ramos (2022), which are fol-
lowed as a reference for the preparation of the proposal. In this
case, it is structured systemically, in 8 steps, with a hierarchical
and dependency relationship (Figure 5.1).

Figure 5.1. Methodological structure for the application of PBL. Source: devel-
oped by author.

5. From Theory to Practice with Artificial Intelligence 75

 Methodological guidelines
Step 1. Definition of the objective/competence:
• Identify and develop the objective/competence of the teach-
ing unit. In this case, the integration of several teachers from
various careers is suggested to solve the problem from the
integration of multidisciplinary teams, thus an integrated
work of teachers and subjects that have related topics must
be carried out for the development and evaluation of the
project.
• Prepare and select numerous resources that enable the stu-
dent’s autonomous study and motivate research on the topic.
• Use learning itineraries, learning routes and/or course maps
so that students can select between several tools to study the
theory: base document of the subject (Word, PDF), diagrams
and infographics (gGnially, Canva, Visme or Animaker), vid-
eos prepared by the teacher and links to magazines, and vid-
eos selected by the teacher that complement the essence of
the subject content.
• Apply techniques for motivation, such as “a picture and a
thousand words”, “what do I bring and what do I take”,
among others.

Step 2. Constitution of work teams:

• The teacher determines the essential criteria for forming the
teams, including diversity of skills, styles and learning results,
technological conditions to avoid the digital divide, particu-
larities of students with SEN and their integration into the
team with support.
• Applying techniques for motivation, role distribution and
teamwork. Guide and determine by teams the tools and tech-
niques for group collaboration and teacher feedback, syn-
chronously and asynchronously.

Step 3. Determination of an initial issue or problem:

• At this point, the trip to important places related to the pro-
fessional’s field of action is proposed. Application of inter-
views with teachers and mechanical engineers. The combina-
tion of AI with simulation, virtual reality, and augmented
reality.

76 The Education Revolution through Artificial Intelligence

• At the end of this point, each team must identify the problem
that they are going to answer with the help and guidance of
the teacher. Techniques related to critical or divergent think-
ing, conflict resolution, environmental changes, among oth-
ers, can be applied.
• At this time also, the student should be oriented regarding the
evaluation, indicators, and levels of achievement; these char-
acteristics and requirements must be evaluated in your pres-
entation.
• Finally, suggest opportunities in this step for students to par-
ticipate in the planning, execution, and evaluation of the pro-
ject (instructional co-design and co-creation).

Step 4. Organization and planning: Among the first activities

that students must develop in their teams, always with the guid-
ance, accompaniment, and constant feedback of the teacher, are
the following: establish your objectives, deadlines, and interme-
diate and final tasks; distribution of tasks, roles, and responsi-
bilities; identification of necessary resources and collaboration
tools; in this step a group of techniques can be used, such as
mental maps, the fish diagram (cause/effect), analogical think-
ing, and list of attributes, among others.

Step 5. Research:
• In this step, it is important that the teacher prepares the stu-
dent for the research process, offering numerous resources to
prepare them for Scientific Research Methodology. Likewise,
provide guidance on the tools and resources that the student
can use to achieve the expected results.
• Students in their teams must search, collect, process, and
manage information. Prepare a theoretical document that
bases the product that will be developed to solve the prob-
lem. Guidelines should be offered for this part of the work in
terms of citations and the standard to be used, structure, for-
mat, etc.

Step 6. Product creation:

• The teacher must offer several resources to motivate the stu-
dents and show articles, tutorial videos, etc., and how to use
the tools and create their product with the help of AI, through

5. From Theory to Practice with Artificial Intelligence 77

 different diagrams. In this case, as it is for 4th-year mechanical
engineering students, the following resources are offered: AI
learning platforms (TensorFlow, PyTorch or scikit-learn); De-
velopment kits for robotics (Raspberry Pi or Arduino); Simu-
lation tools (AnyLogic or MATLAB Simulink); Computer-aid-
ed design (CAD) libraries (Fusion 360 or SolidWorks); On-
line collaboration platforms (GitHub); Augmented Reality
Tools (ARCore or ARKit); Cloud computing services (Google
Colab or AWS Sagemaker); Virtual tutoring platforms
(DreamBox Learning) or through the implementation of
chatbots (Thinkster Math); collaborative project development
platforms (Asana or Trello); Virtual Laboratory Simulators
(Labster or ChemCollective); Automatic problem generation
tools; Personalized course recommendation systems for the
analysis of profiles, preferences, activities, resources, etc.;
among many others.
• It is important that students be explained and shown how to re-
spect usage licenses and copyrights, and how to create their own.
• Another aspect to note at this point is the importance of pres-
entations during the creation process. These can be done in
team tutorials to assess individualities and resolve the diffi-
culties of each team separately. Several group presentation
sessions for collaboration and assessment between teams,
promoting peer learning and strengthening team motivation,
as well as collective guidance on group difficulties, can also
be carried out.

Step 7. Presentation in plenary session of the project: in this

step, the teacher’s motivation is very important, as well as the
application of techniques that mobilize group debate to strength-
en critical thinking and creative questioning, which are two fun-
damental goals in this type of methodology.

Step 8. Evaluation, self-assessment and co-evaluation:

• It is necessary that the teacher shares with the students the
indicators, which are instruments and forms of evaluation
from the beginning of the process in step 1. The teacher must
also maintain personalized and team feedback throughout
the process, which allows for the expected progress and the
defined objectives.

78 The Education Revolution through Artificial Intelligence

• The variety of instruments ensures that students are not only
evaluated by the product itself, but by the values, capabilities
and skills developed in each step of the process, such as, for
example, level of creativity, commitment, responsibility, pres-
entation and exposition, research, collaboration, and contri-
butions to other groups, among others.
• It is suggested to apply co-evaluation techniques that allow
students to evaluate others. To this end, the teacher must take
care of biased judgments, which is why they must carefully
select the techniques to use.
• Self-evaluation could be implemented. It is also suggested to
apply various techniques and alternatives that enable the ex-
posure of the products to other students of the course, other
teachers and students of other courses through contests, exhi-
bitions, etc.
• It is important that the teacher motivates the closure of the
project towards the search for new problems and situations
that allow the restart of the process and application of the
methodology.

The application of PBL, according to these steps, ultimately

advocates a cyclical approach that allows restarting again and
again, as a new problem arises and a project is organized.

5.5. Methods
Participatory Action Research (PAR) methodology

For this case, Participatory Action Research (PAR) is selected, fre-

quently used for educational and social transformation, which,
in turn, coincides with cooperative learning and the search for
collective solutions for the common good or purpose towards
the construction of new knowledge and the training and devel-
opment of skills. It is also important to highlight the relevance
of orientation and constant feedback from the teacher, who par-
ticipates during the research process as an active observer.

5. From Theory to Practice with Artificial Intelligence 79

 Participants and context
The research is pre-experimental with a qualitative-quantitative
approach, in which an analysis of performance indicators was
carried out in two Higher Education Institutions: the National
University of San Agustín (UNSA) in Arequipa, Peru, and the
Technological University of Havana José Antonio Echeverría
(Cujae), Cuba. The subjects selected for this study were Mathe-
matical Logical Reasoning and Pedagogy and Didactics of High-
er Education, respectively. As a similarity, the proposal was ap-
plied simultaneously in the second cohort of 2023, in the degree
of Mechanical Engineering, in the 4th year, and in the modality
blended through the Moodle platform. The academic results of
these two subjects are compared with those obtained in the pre-
vious year, in which the proposal was not applied. Six (6) ses-
sions of coordination and methodological teaching work were
carried out for planning, organization and subsequent monitor-
ing of implementation between the two teachers involved. Two
of these sessions were conducted face-to-face at UNSA and the
rest were performed via video-conference through Google Meet.

5.6. Results and discussion

Quantitative analysis

Figure 5.2.A. Results of Mathematical Logical Reasoning subject at UNSA, years

2022 (without application of PBL through AI) and 2023 second cohort (with the
application of PBL through AI). Source: developed by author.

80 The Education Revolution through Artificial Intelligence

Figure 5.2.B. Results of the Pedagogy and Didactics of Higher Education subject
at Cujae, years 2022 (without application of PBL through AI) and 2023 second co-
hort (with the application of PBL through AI). Source: developed by author.

Qualitative analysis
Students were asked to be part of their own training process,
since they participated in the planning, execution and evaluation
of the project, following the application of didactic co-design
and co-creation (Salido, 2020; Juárez-Pulido, Rasskin-Gutman &
Mendo-Lázaro, 2019; Padrón et al., 2022).
Teamwork is essential in PBL, since students must cooperate to
achieve the objectives of the project and communicate with each
other to share ideas, discuss solutions and make joint decisions,
respecting the ideas and opinions of others and demonstrating
their own with arguments and evidence (Llorens-Largo et al.,2021;
Rua, Henríquez, & Jordán, 2023), all of which is consequently ob-
tained and increases the value of this type of methodology.
The students were involved in solving complex problems that
required them to find effective and varied solutions led them to
think critically in order to find the best possible solution to a
problem and produce the most appropriate product, always with
teaching support and collaborative exchange. All this depends on
the pedagogical approach that is supported and requires motiva-
tion to explore different options. Students were also requested to
consider multiple creative solutions, in a motivating and trusting
context, so that they could take risks and try new ideas without
fear of failure (Llorens-Largo et al., 2021; Albarrán & Díaz, 2021).
PBL through AI contributed to the development of social and
emotional skills, which are important for success in personal
and professional life to find the timeliest solution, build a prod-

5. From Theory to Practice with Artificial Intelligence 81

 uct and defend it. In this case, it coincides with the reinforce-
ment of empathy, conflict resolution, leadership, commitment
and individual and collective responsibility, which are required
in these professions (Batistello & Pereira, 2019; Juárez-Pulido,
Rasskin-Gutman, & Mendo-Lázaro, 2019).
Finally, in PBL through AI, the evaluation is not limited to an
exam or written test, but rather the entire process of the project
and product creation is assessed, from planning to the final pres-
entation and group learning, including aspects of the curriculum
in the engineering professional model, such as competencies to
achieve in a subject, or generally in several subjects that respond
to an area of knowledge, and even respond to interdisciplinary
relationships (between several disciplines) and much more inte-
grative competencies (Ye-Lin et al., 2019; García et al., 2020).
It is important to recognize in this experience that the impor-
tance of data protection, respect for the authorship of products,
content and reused resources was taken into account, which the
majority of students value as new learning. Likewise, they recog-
nize the value of teamwork as collaborative and, above all, for
the values, feelings and new relationships with students from
other fields of study and the opportunities that AI offers through-
out the research, production and problem-solving process (Agui-
lar et al., 2023).

5.7. Conclusions
The didactic proposal offered allows us to see significant advanc-
es in the final results of the students in the subjects of Mathe-
matical Logical Reasoning and Pedagogy and Didactics of Higher
Education, at UNSA and Cujae, respectively. In addition to the
achievements that are evident in these students, it is important
to highlight that others also benefit from various careers that are
part of the experience and are integrated into the projects on
their own initiative.
Despite the challenges currently posed by the integration of
AI in the educational process, the obtained achievements show
an effective path for its application in higher education. In addi-
tion to scientifically proven academic results, an important im-
pact is achieved in strengthening values such as responsibility

82 The Education Revolution through Artificial Intelligence

and solidarity, skills such as creativity and leadership, research
skills and feelings of love for the profession. All this significantly
increases the value of the proposal that brings, from theory to
practice, an experience of project-based learning in higher educa-
tion using Artificial Intelligence.

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5. From Theory to Practice with Artificial Intelligence 85

 6
The Role of the Faculty Member
as an Ethical mentor in the Use of
AI in the Academic Field. Ethical
perception using ChatGPT in the
writing of academic essays

PhD Alazne Ciarra Tejada

Universidad Pública de Navarra, Spain
[email protected]
https://orcid.org/0009-0000-6320-7437

PhD Diego Ernesto Parra Sánchez

Universidad Pública de Navarra, Spain
[email protected]
https://orcid.org/0000-0002-5364-1667

Abstract
New technologies for use in the classroom are posing more and more chal-
lenges, the repercussions of which are visible both in the academic, personal
and social contexts. Tools to assist in academic text writing, such as Gram-
marly, online translators and ChatGPT, are breaking into the daily teaching life
of university students, transforming, to a large extent, not only the process of
acquiring knowledge and skills, but also the necessary linguistic abilities for
the production of academic essays. This generates concerns in teachers re-
garding the teaching process (what, how and why to teach), in addition to re-
flections on the ethical use of AI. Through this research article, it is proposed,
on the one hand, to determine the ethical perception of students in relation to
its use in the academic field, specifically the use of ChatGPT; and, on the other
hand, to reflect on the role of the faculty member in the inclusion of this tool
in the teaching-learning process. To this end, a field work was carried out with
first-year undergraduate students of the Degree of Teaching and Social Work
at the Public University of Navarra (UPNA), Spain. Lastly, this work concludes

https://doi.org/10.36006/09651-1-06 87
 with a proposal that provides a teaching performance model for future teach-
ers to manage the impact of AI in the daily classroom.

Keywords: AI, academic writing, ethical use of AI, faculty role, university edu-
cation.

6.1. Introduction
AI is present in the daily life of any human being today. It is the
field of computer science that deals with developing computer
tools for data processing in order to perform functions similar to
those performed by humans: translating, writing texts, generat-
ing solutions, etc.
AI certainly offers benefits, but also risks of misuse or simply
erroneous or inaccurate results that must be reviewed by a hu-
man being.
Its undeniable arrival in the university environment has
sparked a debate among teachers, since more and more students
turn to AI as a convenient resource and inexhaustible source of
the academic work they must complete and write. The need arises
to raise the hypotheses of whether or not it should be included in
university programs, if its use is ethical, if faculty members should
remake or rethink their teaching role, what use is considered ap-
propriate, what is not, why; what is plagiarism and what is not...
This study aimed to collect the opinions, impressions and
evaluations that a group of university students made about the
use of AI, specifically ChatGPT, in the academic field, in order to
draw conclusions that facilitate a guidance on the consideration
of AI in university classrooms and its application in writing aca-
demic papers.
In this way, based on the collection of these data, an analysis
was carried out and a reflection is offered on the direction that
the academic field can and should take for the inclusion of AI in
the development of academic writing.

The ethical use of AI for academic purposes

It is clear that AI offers many solutions in the social and profes-
sional field, although it is evident that the ethical issue is neces-
sary, since improper use of AI can have negative consequences.

88 The Education Revolution through Artificial Intelligence

 Various philosophers and scholars have brought to light their
reflections on the ethical use of AI. Floridi (2023), in his recent
work, carried out an interesting analysis of the principles, chal-
lenges and opportunities of AI, and offers a reflection on the
need to use AI ethically. In the fourth chapter of his recent book,
he presents and analyzes five types of bad practices in the use of
AI (ethics shopping, ethics bluewashing, ethics lobbying, ethics
dumping and ethics shirking). These bad practices pose risks of
unethical behavior in the use of AI. The clear solution for this
philosopher is knowledge and self-regulation as complements to
solid and adequate legislation.
Coeckelbergh (2021) remarks the effects and consequences of
a society under the operation of AI where ethical discussion and
debate become totally necessary. He demonstrates, with numer-
ous examples, that the results of many AI algorithms offer erro-
neous solutions and negatively affect society. He questions the
privacy of people exposed to AI and other points, such as, moral
responsibility in tasks where AI replaces a human being who
performed said task, or the question of treatment of AI consider-
ing it as if it were a human being.
For his part, Railton (2020) warns of the inevitable presence
of AI as an innovative and fundamental technology, but with
risks for society, since it questions the ethics of AI itself when it
must make decisions that affect human beings, and it does so
without any supervision or control by a person. The solution, ac-
cording to this author, is cooperation between humans and AI
without giving full action to AI.
In the university environment, the ethical question is reduced
to whether students replace their work with the use of AI or use
it as help and support for themselves. The specific question is
whether students abandon their learning path, for example, in
writing an academic paper, to unethically benefit from the con-
venience of AI completing the work and the student submitting
a paper, without even reading it.

An approach to the university teacher role

In an increasingly digitalized social context and with the increas-
ingly evident introduction of the use of AI in the academic field,
it is worth questioning what role the faculty member must play.

6. The Role of the Faculty Member as an Ethical mentor in the Use of AI in the Academic Field 89
 Should you change your pedagogy, your methodology? Should
you get involved in favoring the use of AI at all costs? Should
you reconsider the contents? Should content or only skills be
taught? Regarding writing, should a faculty member teach writ-
ing in an academic record if an AI can do said work with the
same quality as a human being? In that case, what should a fac-
ulty member teach in those moments at the university class-
room?
“The role of the 21st century teacher, in their pedagogical
practice, can be defined as a didactic relationship between per-
sonal factors, which occur in the technical, communicative, or-
ganizational and relational-affective areas of the teaching-learn-
ing process” (Rico and Ponce, 2022, p. 82). These authors also
indicate that this definition of the role of the 21st century teach-
er can, according to Delgado and Viciana (1999) and García,
Llorens and Vidal (2024), be considered in the teaching-learn-
ing process, on the one hand, in decision-making by the student
and, on the other hand, in the selection of the various ways of
teaching by the teacher. For Rico and Ponce (2022), the com-
mon direction of both considerations must be drawn on the
permanent motivation of the students to participate in said
teaching-learning process in order to achieve the comprehensive
training of the individual. To this question, it is interesting to
add the capacities of autonomy, cooperation and critical think-
ing that provide responsibility and analysis to the proposal giv-
en above.

6.2. AI Use and Ethical Perception: A Study

Objectives

The main goals to be achieved through this study are:

• To know the opinion and impression of university students

about the presence, accessibility and use of AI in the academ-
ic environment.
• To extract data on the main use of it by the student body in
the academic sphere and compared to the personal and fami-
ly sphere.

90 The Education Revolution through Artificial Intelligence

• To record and understand the ethical perception of the use of
AI in the academic field to draw conclusions of interest that
can guide the teaching work in this regard at the university.

Methodology and recipient

To obtain data and responses from students about the use of AI
and their perception in the academic field, the survey methodol-
ogy was applied. The survey is an effective tool for collecting
opinions and evaluations that provide reviews with qualitative
and quantitative content, which can be expressed in percentage
values, to analyze them and draw solid conclusions for a specific
study. In this case, the main interest is to know the main uses of
AI among students, their ethical perception of it and, specifical-
ly, their access and habit of using ChatGPT.
The recipients are university students; specifically, the sample
consisted of a group of 40 first-year Social Work students from
the Public University of Navarra (UPNA). The survey was carried
out in the first semester of the 2023/24 academic year between
the months of November and December 2023.

The survey: structure

The designed survey consists of a total of 27 questions of various
types: open questions (short answer) and closed questions (rat-
ing scale; multiple choice or yes/no response). The questions
raised are the following:

Table 6.1. List of issues raised in the survey on the use and ethical per-
ception of AI
QUESTIONS

00 Define AI in your own words.

0 What do you think should be taught at university about AI in your degree?

1 Where is AI present at your university?

2 What is your opinion about the AI presence at your university?

3 Have you used any type of AI to complete university assignments?

4 How often do you use these AI tools for your university work or assignments?

6. The Role of the Faculty Member as an Ethical mentor in the Use of AI in the Academic Field 91
 5 In the cases of having used ChatGPT
Was it for a final result?
Was it to obtain information?
Was it to carry out part of the work?
Has it been for all the previous options?

6 Since when do you use ChatGPT?

7 What type of academic questions do you propose to ChatGPT?

8 For what type of tasks do you use ChatGPT?

9 What level of satisfaction has this tool given you with the result of the text obtained in
ChatGPT? From 1 (nothing) to 10 (total).

10 What grade did you get in that assignment? Do you consider it a good or bad grade? Why?

11 Do you think that an assignment written entirely by you would obtain...?

Equal grade
Lower grade
Higher grade
I do not know. Surely lower grade
I imagine that an assignment with this tool would get a better grade, in the end it is a hig-
her intelligence
Other
I do not know

12 Why would there be a similar or different result?

13 When you submit an academic work done with ChatGPT...?

I feel very proud because it is a work done by me.
It seems to me that I deliver good work, but I am aware that I have not done it myself.

14 Writing an academic work with ChatGPT is plagiarism.

Yes.
No.

15 In what contexts or academic uses do you believe that using ChatGPT is not plagiarism?

16 Do you use ChatGPT for family or informal contexts, for example, to write to a family
member or friend? Why?

17 Do you have a reading habit? What type of books or texts do you read?

18 Do you have a writing habit? What type of texts do you write? Manually or with the com-
puter?

19 If ChatGPT exists, do you think a university student should learn to write? Why? What ty-
pes of texts should you know how to write?

20 Do you think an AI has feelings, for example ChatGPT? Should we treat it like a person?

21 Do you think that a text written with ChatGPT is as good as a text written by a person or a
writer?

22 What risks do you think there are in using ChatGPT at the university?

92 The Education Revolution through Artificial Intelligence

23 Do you think that since AI is artificial, for example, ChatGPT, it is ethical to ask any type of
question?

24 Taking into account that the responses of ChatGPT are generated with texts previously
written by humans and knowing news of complaints from writers, for example, for using
their works to feed the chat, do you think that AI, in this case ChatGPT, can write its own
texts, never written before, completely new and unique? Why?

25 Do you think ChatGPT will be useful in your job? Give an example.

Source: developed by author.

6.3. Results
Of the surveyed sample, 73% participated. Despite having pro-
vided the link by email and through the university platform, and
having insisted several times on the encouragement to partici-
pate in a study on the use of AI and education, the majority of
the students did not participate, verbally alleging in the class-
room that, since they did not have positive compensation in the
final grade, they did not consider the survey as a useful or neces-
sary exercise and, therefore, did not complete it.

AI impressions
The survey facilitated the recording of the following responses
about the impression of AI in the academic environment of the
surveyed students.
Regarding the first question about the concept of AI, the stu-
dents responded with three different definitions reformulated
below:

• Set of computer applications that make it easier to write pa-

pers or answer any question about daily life
• Computer tool drawn from human creation or other Internet
sources
• Computer system that artificially recreates or copies real life

In general, students conceive Artificial Intelligence as a com-

puter tool that takes information from human production to
create other content that in turn facilitates the academic and dai-
ly lives of human beings.

6. The Role of the Faculty Member as an Ethical mentor in the Use of AI in the Academic Field 93
 Regarding the content about it in university educational pro-
grams, 20% of students consider that it is not necessary in the
university environment to have knowledge of AI, while 80%
consider that it is, with the following questions being the most
relevant to the content of a course on AI or any course that re-
quires the use of it:

• Dangers and benefits of AI

• Use and management of AI
• Specific uses for the specific degree studies of the surveyed
group
• Making a good use of AI

The students also responded to the first question about the

presence of AI in the university in a varied way: 20% considered
that it is not present; 30% found its presence only in digital tools
and devices when carrying out academic work; 10% indicated
that AI is only present in ChatGPT; and 60% noticed that AI is
present everywhere: screens, class sessions, libraries, mobile
phones, bank tellers, etc.
Regarding the opinion of its presence at the university, in the
second question, 90% considered that its use is useful, very use-
ful or beneficial, although it is not effective. They also comment-
ed that, in most cases, the use made of AI for academic purposes
is appropriate by users. Furthermore, they recognized that tools
like ChatGPT are of great help, but not for doing a complete as-
signment, as it entails allowing a machine to replace the stu-
dent’s work and, therefore, “it does not serve as learning if a ma-
chine does it for you”.

Use of AI
In the third question about admitting the use of AI for some uni-
versity work, 10% said that they had not used it for this purpose,
since they fear that it could be considered plagiarism; 60% stated
that they had used it to carry out part of the work or find infor-
mation about it; and 30% reported having used online AI tools
to generate bibliographic citations, obtain ideas to inspire a start
of their own work or decorate or complete presentation slides of
academic works.

94 The Education Revolution through Artificial Intelligence

 In the following graph, it can be seen that, regarding the
fourth question about the frequency of use of AIs, specifically
ChatGPT, Grammarly, online translators or other AIs, the stu-
dents responded that they used some AI (33%), ChatGPT (44%)
and online translators (22%).

Figure 6.1. Percentages of the frequency of AI tools used in academic works.

Question 4. How often do you use these AI tools for your university work or assign-
ments? Source: developed by author based on Google Forms.

The answer to question 5, about how students have used

ChatGPT for their academic work, was 90% to make queries and
10% to complete the writing of the work.
Question 6 about the beginning of using ChatGPT indicates
that most of the students did not know the specific AI tool of
ChatGPT until they reached university. A total of 70% indicated
that they did not know it or did not use it, 10% did know it from
the previous year (last year of Baccalaureate), while the remain-
ing 20% have known it and used it in the first semester of their
degree through their classmates.
The seventh question includes the type of questions that stu-
dents ask ChatGPT. The majority (70%) stated that they did not
ask questions as such to the chat, but instead proposed orders
such as requesting summaries, while the remaining 30% indi-
cated that they asked specific questions to obtain specific an-
swers, for example: definitions of scientific concepts in their field
of study, e.g., “social cognition”, information on a specific topic
or the updating of specific data or information.
In the eighth question, about what type of tasks the students
use ChatGPT for, 30% answered that they used the chat to write a
paragraph or part of the academic work, while 70% answered that
they used it for other questions, without specifying which ones.
It is interesting to observe the rating scale generated from the
answers to the ninth question regarding the appreciation of the

6. The Role of the Faculty Member as an Ethical mentor in the Use of AI in the Academic Field 95
 degree of satisfaction of the result obtained by using ChatGPT:
30% answered without a doubt with a 1, the lowest score; that
is, completely unsatisfactory, while the remaining 70% were be-
tween a score of 5 and 8, indicating satisfaction, but not full sat-
isfaction.
Question ten regarding the grade obtained in the works deliv-
ered with the use of ChatGPT indicates that the majority of the
students did not obtain a specific numerical grade, although
30% indicated that the grade was high or very high and good.
Regarding the eleventh question about a self-assessment com-
paring the final result of a work carried out with ChatGPT and
the same one carried out entirely by the student, 60% responded
that they did not know if the result would change, while 20% as-
sured that a work carried out by themselves would obtain a low-
er grade than the one made by ChatGPT; 10% responded that a
complete work done using ChatGPT would not only obtain a
higher grade, but that the tool is superior to a student’s produc-
tion; another 10% responded that the work can obtain an identi-
cal grade whether it is done by ChatGPT or by the student.

Figure 6.2. Comparison percentages of grade assessment of academic works car-

ried out entirely by ChatGPT or by students. Question 11. Do you think that a work
written entirely by you would obtain...? Source: developed by author based on
Google Forms

In the twelfth question, regarding the reasons why the results

would be different, 70% of the students answered that it would
be similar because ChatGPT text serves as a consultation and is
not directly transferred to the final text that is delivered; 10% in-
dicated that the result would be better if the work was written by
the student because ChatGPT is an AI and, therefore, is not capa-
ble of reasoning like a human mind; 20% warned that the text
written by ChatGPT would undoubtedly be better because an AI
is a superior intelligence or because it simply has a greater
amount of knowledge and access to information.

96 The Education Revolution through Artificial Intelligence

 Question number 16 about the use of Chat GPT in everyday
life reveals that 100% of students did not use this AI in everyday
life because it is not necessary. Questions 17, on reading habits,
and 18, on writing habits, show that 50% of the students had a
reading habit (novels, scientific texts and books on psychology,
i.e., varied readings) and only 30% had a writing habit, manual
or with the computer; 70% stated that they did not have any
type of writing habit.
Question 19 asked, in this scenario of lack of writing habits,
whether it is necessary to learn to write at university and what
types of texts; surprisingly, 100% responded that it is necessary
to learn to write because it is important, essential and it is neces-
sary to know how to write all types of texts, although they con-
sidered that academic texts should be a priority in the university
educational curriculum.

Ethical perception of the use of AI

In question 13, about the feeling after submitting an academic
work completely written with the use of ChatGPT, 80% respond-
ed that they felt confident about submitting a good and quality
work, but they are aware that the student has not written it,
whereas 20% felt proud and considered that it is their own work,
even though they have used an AI like ChatGPT.
In question 14, the same percentage is confirmed again
when questioning whether or not the fact of writing an academ-
ic work entirely with ChatGPT is plagiarism: 80% clearly an-
swered that yes, it is plagiarism, while 20% assured that it is not
plagiarism.
In question 15, the possible contexts where the students
(80%) did not consider the use of ChatGPT as plagiarism are the
following:

• Information contrast
• Search for information, with subsequent textual reformula-
tion
• Resolution of doubts
• Content learning
• Inspiration of ideas for carrying out academic work

6. The Role of the Faculty Member as an Ethical mentor in the Use of AI in the Academic Field 97
 A total of 20% considered that any use is ethical and is not
considered plagiarism because it is just a tool and its use is com-
pletely legitimate, in any case.
In question 20, about the issue of feelings in ChatGPT and
the treatment towards AI, 100% of the students considered that
an AI does not have feelings and, therefore, it is not a relevant
issue to question how to deal with AI. It is understood and inter-
preted that, according to the participants, the register used in
ChatGPT may be neutral and must not be especially polite nor
must any delicate or respectful treatment of feelings be consid-
ered, although no specific response was recorded.
In question 21, about the fact of considering a work written
by a literary authority as an inferior production compared to
that produced by ChatGPT, 10% of the students responded with
indecision and doubt about it; 60% clearly responded that a
writer produces, without a doubt, better texts, since they are
works performed with a human essence and imprint that are ir-
replaceable by any machine or AI; and 30% responded that it is
quite likely that a text written by an AI can be compared to a text
produced by a human writer.
In question 22, the students were asked what types of dangers
they can discern in the use of ChatGPT for academic purposes:
90% responded that the greatest danger is clearly the accusation
or detection of plagiarism, and 10% also pointed out the lack of
learning, since the production is not their own and there is no
learning process in the creation of the text obtained with AI.
Question 23 addresses the ethical aspect of the point of view
of the type of question asked to the AI. A total of 80% responded
that they did not know if it is ethical to ask any type of question,
while 20% indicated that it is ethical, since it is precisely a tool
without feelings and to which you can ask any necessary ques-
tions.
Question 24 raises a reflection on the quality and authenticity
of the texts generated by an AI, in this case, ChatGPT. The reflec-
tion is based on an exercise carried out in class on news regard-
ing the complaints of writers who have discovered unauthorized
use of their works to upload textual and registration models to
ChatGPT. In this case, 80% of the students believed that the texts
are not genuine, since they are based on models written by hu-
man beings and, in the case presented, by educated and cultured

98 The Education Revolution through Artificial Intelligence

writers, while 10% indicated that, although they are not authen-
tic texts, they are unique, because the AI generates new texts from
data dumped in its processor, and another 10% considered that
ChatGPT generates completely new texts because, despite being
based on other texts, the AI has the ability to create completely
new and unpublished texts.
In the last question of the survey, about the usefulness of
GPTChat or AI in future work, all students (100%) considered
the use of ChatGPT useful for text writing issues in a professional
context.

6.4. Didactic Proposal for the Ethical

Use of AI in Academic Writing
Based on the study carried out and taking into account the con-
siderations collected above about the role that the teacher must
play in the current educational scenario, the presence of AI in
the teaching-learning process must be considered.
However, the teacher-student dialogue must be supported on
an ethical basis that provides solidity to the use and application
of AI for the preparation of academic work both in the classroom
and outside of it.
The foundations on which a teaching-learning process must
be built should consider the use of AI as a didactic tool for con-
sulting data, answering specific scientific questions, requesting
registration use models, writing of paragraphs, text structure or
examples of appropriate samples of text properties (adequacy,
cohesion, coherence and correctness).
In no case, from an ethical perspective, should the complete
writing of an academic work be considered for its final delivery,
as students do not carry out the writing process, and this is where
the lack of learning becomes evident. There is no learning to
write where there has not been a writing process. Whether using
AI or not, the student must go through a writing process that in-
volves an evolution of the text from the conception of the idea
to a final speech that has been transformed, expanded and re-
duced, evolving in different phases of drafts. It is a development.
This is the crucial and most important part of writing an aca-

6. The Role of the Faculty Member as an Ethical mentor in the Use of AI in the Academic Field 99
 demic text: its evolution. The student must be aware of the evo-
lution and transformation of their work from the prototype to
the final product.
To this end, the faculty member, especially in the first aca-
demic year of a university degree, must establish preparation
phases, differentiated parts and reference templates for the prep-
aration of an academic work. In this sequencing, the use of AI,
for example, ChatGPT, may be included as a consultation tool.
However, it will be essential to use examples and perform critical
analyses of them to consider the responses of this type of AI,
since its results are not always optimal and a review of the writ-
ing, registration, content, etc., is necessary. This type of activity
can also be an opportunity to develop critical thinking. Under
no circumstances should the use of AI be provided or encour-
aged without the application of a critical filter that nullifies the
student’s decision-making capacity and leaves all the action in
the hands of Artificial Intelligence, nullifying the student’s rea-
soning potential and, likewise, their learning process.

6.5. Final Reflections and Conclusions

It is a reality that AI is present in all areas of today’s society and,
especially, increasingly in the academic field. Students have easi-
er access to ChatGPT-like tools that they use to answer their
questions (not raised in the classroom) or when they lack confi-
dence in their own writing ability.
Many students confess to entrusting the writing of their pa-
pers to AI because they doubt their ability to write quality aca-
demic texts. They seem disoriented and not able to write using
an academic record. The university teacher must provide a
planned and structured guide so that the student achieves the
necessary strategies for writing their own work. In this matter,
the use of AI in an ethical manner is appropriate, that is, as sup-
port for the teaching-learning process, but never as a substitute
tool that replaces the development of the creation of a text whose
final product constitutes an academic work.
Naturally, there are benefits and also dangers in using AI. It
will also be the faculty’s duty to encourage students to use AI
ethically, leaving the final decision to rest with the students

100 The Education Revolution through Artificial Intelligence

themselves, since it is part of their learning process. Of course,
improper use should be considered plagiarism and penalized if
detected. Both faculty and students perceive the need to estab-
lish an ethical code regarding the presence and access of AI that
allows setting agreed limits, while enabling the use of this type
of tools to make use of their potential and benefits.
Both the didactic proposal presented in this work and the
conclusions drawn represent a suggestion that seeks to invite all
teaching teams and Education professionals to reflect and debate
the presence of AI in university classrooms.

References
Coehckelbergh, M. (2020). Ética de la inteligencia artificial. Cátedra.
Delgado, M. Á., & Viciana, J. (1999). La programación e intervención
didáctica en el deporte escolar. Aportaciones de los diferentes esti-
los de enseñanza. Apunts. Educación Fisica y Deportes, 56, pp. 17-24.
Floridi, L. (2023). The Ethics of Artificial Intelligence: Principles, Challeng-
es, and Opportunities. Oxford University.
García, F., Llorens, F., &Vidal, J. (2024). La nueva realidad de la edu-
cación ante los avances de la inteligencia artificial generativa. RIED-
Revista Iberoamericana de Educación a Distancia, 27(1), 5.
Railton, P. (2020). Ethical Learning Natural and Artificial In Ethics of Ar-
tificial Intelligence. Oxford University.
Rico, M. L., &Ponce, A. I. (2022). El docente del siglo xxi. Perspectivas
según el rol formative y profesional. RMMIE, 27(92), 77-101.

6. The Role of the Faculty Member as an Ethical mentor in the Use of AI in the Academic Field 101
 7
Integrating AI into Academic
Research: How We Navigate
the Inevitable Ethically

PhD Helen Hendaria Kamandhari

Independent Researcher, Indonesia
[email protected]
https://orcid.org/0000-0003-0556-4473

PhD Silvia Lavandera Ponce

Universidad de Ingeniería y Tecnología, Perú
[email protected]
https://orcid.org/0000-0003-4213-4472

PhD Begoña Mora Jaureguialde

Universidad de Huelva, Spain
[email protected]
https://orcid.org/0000-0002-3559-4318

Abstract
The integration of Artificial Intelligence (AI) in research has brought about a
radical change to how knowledge is approached and produced. In higher edu-
cation research, the use of AI tools, such as ChatGPT, plagiarism detectors, AI
document management, and writing assistants, has become widespread. One
of the most recent AI tools, i.e., ChatGPT (a chatbot developed by OpenAI and
launched on November 30, 2022), has sown discords and stirred divisions
among its users. Students and researchers could accomplish their tasks sooner
with less effort, thanks to ChatGPT. Both sides could make use of the trans-
formative power and intelligence of ChatGPT to help them generate various
contents, such as text, audio, images, synthetic data, or even ask for sugges-
tions. Basically, ChatGPT can serve as our dearest personal assistant, who un-
derstands and answers our commands, requests, and questions, to help au-
thors progress at a faster speed, disciplinarily and interdisciplinarily. On the
other hand, integrating the use of ChatGPT into research content may not be

https://doi.org/10.36006/09651-1-07 103
 recommended due to its conflicting ethical use issues. Thus far, no legal or
ethical regulations have emerged to resolve the dynamic intricacies of these
situations. However, best practices to overcome the challenges could provide
lessons to learn, giving us insights regarding what has been planned and im-
plemented, and what requires more attention and refinement or improvement.

Keywords: academic research, Artificial Intelligence, ChatGPT, ethics, higher

education.

7.1. Introduction
Artificial Intelligence (AI) has significantly transformed the way
we conduct research in academia. With technological advance-
ment and the availability of massive data, researchers have at
their disposal more powerful tools than ever before to analyze,
interpret, and generate knowledge. However, this technological
revolution poses a number of ethical challenges that must be ad-
dressed in a rigorous and reflective manner (Cabanelas, 2019).
In the study, we will explore the ethics in the use of AI in uni-
versity research. We will also examine the ethical principles that
should guide the work of researchers in the field from data col-
lection and analysis to the publication of results. Furthermore,
we will discuss case studies and proposals to promote responsi-
ble and ethical research practices.
As AI is currently understood, it refers to the development of
systems and machines capable of performing tasks that require
human intelligence. These tasks include but are not limited to
pattern recognition, natural language processing, decision mak-
ing and problem solving (Cabanelas, 2019; Cortina, 2019, 2022;
Government of Spain, 2023).
In university research, AI has been used in a wide range of
disciplines, including medicine, biology, engineering, social sci-
ences, and humanities. Some common applications include
genomic data analysis, disease prediction, industrial process op-
timization, text analysis and machine translation (Holmes et al.
2021; Money & Grupo, 2019; Sánchez-García et al., 2023), not
to mention the enormous benefits in the personalization of
learning that good practices seem to indicate.
On the other hand, some of the AI real-world applications in
higher education research that many of us find useful on a daily

104 The Education Revolution through Artificial Intelligence

basis include but are not limited to plagiarism detection (Ade-
Ibijola et al., 2022), AI document management, creation of aug-
mented reality or 3D images, and writing assistants. ChatGPT,
which was recently launched on November 30, 2023 (currently
ChatGPT 3.5 free version and ChatGPT 4.0 paid version) has es-
pecially ‘wreaked’ havoc on the publication industry. The super-
ability of generative AI chatbot with a Large Language Model
(LLM) has been capable of processing tasks based on user
prompts (Ahmad et al., 2023). Finally, the consensus in the lit-
erature on the need to address the ethical aspect in a standard-
ized manner to avoid collateral damage in the use of these tech-
nologies is indisputable.
To date, there has been no evidential clarity whether and how
far AI is allowed for use in academic work, projects, or research
(Nguyen et al., 2023; Zevedi, 2023). Thus far, no policies have
been designed, no regulations have been implemented to resolve
any ethically educational issues related to research, no frame-
work has been formulated, and no guidelines have been con-
cluded (Zevedi, 2023). All these are also due to the dynamic na-
ture of AI - which is once again hard to keep up (Zevedi, 2023).
However, there are already a multitude of guides, articles and
books on how to use these new tools that are revolutionizing the
academic world (Craig, 2023). The evidence confirms that AI
technology has caused concerns among its users (Stahl B. C.,
2021) and challenges, especially in the educational sector (Malik
et al., 2023), hence the need for a reflection on the topic.
This study thus sought to address how the use of AI enhances
our research and, at the same time, diminishes it in various as-
pects. In addition, the study provided instances of cases as well
as best practices for using AI in research.

7.2. Literature Review

The literature review section highlights the definitions of AI,
ChatGPT, and trends, opportunities, and challenges of using AI
in academic research areas.
Artificial Intelligence, as Google defines it, is mankind-creat-
ed systems to perform tasks that need human intelligence,
among others, “decision making, visual perception, speech rec-

7. Integrating AI into Academic Research 105

 ognition, and language translation” (Xu et al., 2021; Sethura-
man, 2023). In other words, AI can also be defined as the capa-
bility of computer-controlled robots which can execute tasks that
commonly correlate with intelligent beings (https://www.
britannica.com/technology/artificial-intelligence). The respec-
tive jargon is used to describe systems development that resem-
bles human intellectual processing: “the ability to reason, dis-
cover meaning, generalize, or learn from past experience”
(https://www.britannica.com/technology/artificial-intelligence).
It has been evident that AI, especially with the recent Chat-
GPT, has majorly affected how we perceive, create, use, treat,
produce, and reproduce knowledge. It cannot be denied that AI
has very essential roles in education (Ahmad et al., 2023). Not-
withstanding its essential roles, AI is not immune to ethical con-
cerns and false or erroneous information (Buriak et al., 2023;
Whittaker et al., 2018). Ethical issues and concerns (societal im-
plications emanating from the use of AI) include but are not
limited to consent issues, data misuse, loss of freedom, and loss
of human decision-making power (Stahl, 2021).
To clarify our understanding of AI, we cannot afford not to
look at how it started in 1951, when scientists were only trying
to make computers be able to play checkers (https://
britannicaeducation.com). Yet, basically, AI is not only confined
to a concept about robots but also about “understanding the na-
ture of intelligent thought and action using computers as experi-
mental devices” (Buchanan, 2005, p. 54). Then, in the 1930s, as
AI was evolving, an exploration into the so-called Machine Intel-
ligence was started by the computer pioneer Alan Turing (Bu-
chanan, 2005).
AI in the real world has been variously applied to different
areas, including: education and learning; IoT applications and
smart cities; business and finance; social media; virtual reality
and assistance; agriculture; healthcare and medical systems; sur-
veillance; travel and transport; entertainment and games; indus-
try; autonomous vehicles; intelligent systems, robotics, and au-
tomation; Internet, search engines, and recommendations; cy-
bersecurity and threat intelligence; Natural Language Processing;
and computer vision (Sarker, 2022).
Accords and discords have been well recorded in the divisive
use of ChatGPT in academic writing or research writing (Frye &

106 The Education Revolution through Artificial Intelligence

ChatGPT, 2022). Publishing companies have not been able to
decide whether authors could have ChatGPT as their co-authors
(Frye & ChatGPT, 2022). Several problems that may hinder its
realization are whether ChatGPT can be held accountable for
any errors contained in the research, and the possession of per-
sonal details, such as first name, last name, date of birth, and
position, among others. Co-authorship of ChatGPT directly or
indirectly could slowly replace human authorship in a project,
especially when the human authors eventually rely too heavily
on prompting ChatGPT during the writing process, causing the
entire ideas to lose originality (Frye & ChatGPT, 2022).
AI has also impacted a comprehensive range of fundamental
sciences, including Mathematics, Medical Science, Materials Sci-
ence, Geoscience, Life Sciences, Physics, and Chemistry (Xu et
al., 2021). However, despite the progress, machine learning se-
curity risks on data and machine learning models remain as one
of the threats. It is essential that machine learning systems that
are robust be built to prevent the leakage of sensitive data (Xu et
al., 2021).

7.3. Methodology
This study was conducted using a qualitative method of data
analysis. More specifically, the study is a conceptual paper where
the authors discuss a current theory or phenomenon that has
not been fully explained or understood, especially in the case of
AI and Academic Research. The research did not have any pri-
mary data collection and rather focused on conceptual pieces
through connecting existing interdisciplinary theories and gener-
ating insightful discussion to eventually challenge our assump-
tions and expand our worldview (Cropanzano, 2009). This
could be achieved by formalizing an idea or a position that has
not been addressed before. Thus, a meticulous prior literature
review was integrated to yield new conceptualizations or appli-
cations (Watts, 2011).
The terminologies of AI, ChatGPT, and AI Ethics are defined
in this section to facilitate future researchers and readers in un-
derstanding our work and standpoint clearly. In our research, AI
is basically defined as:

7. Integrating AI into Academic Research 107

 the ability of a digital computer or computer-controlled robot to
perform tasks commonly associated with intelligent beings. The
term is frequently applied to the project of developing systems en-
dowed with the intellectual processes characteristic of humans, such
as the ability to reason, discover meaning, generalize, or learn from
past experience. (https://www.britannica.com/technology/artificial-
intelligence)

ChatGPT, as a product of AI, is

software that allows a user to ask it questions using conversational,

or natural, language. It was released on November 30, 2022, by the
American company OpenAI and almost immediately disturbed aca-
demics, journalists, and others due to the concern that it was im-
possible to distinguish human writing from ChatGPT-generated
writing. (https://www.britannica.com/technology/ChatGPT)

AI ethics as one of the guiding principles for AI users and the

core discussion in the study is “a set of values, principles, and
techniques that employ widely accepted standards of right and
wrong to guide moral conduct in the development and use of AI
technologies” (Rees & Müller, 2023, p. 1241).

7.4. Discussion
Though the ethical principles governing the use of AI cannot
keep up with the speed of AI, there are several underlying norms
in research ethics that are still considered practicable. One of the
most recent AI ethics (Cath et al., 2018; Floridi et al., 2021; Nils-
son, 1982) prioritizes transparency and explainability, fairness
and equity, privacy, and confidentiality, and eventually, respon-
sibility and accountability.
In terms of transparency and explainability, researchers
should strive to make the processes and algorithms used in their
research transparent. This involves providing detailed informa-
tion on how data were collected and processed, as well as how
Artificial Intelligence models were trained and validated. Fair-
ness and equity are another set of principles to ensure that Artifi-
cial Intelligence algorithms do not perpetuate or amplify existing

108 The Education Revolution through Artificial Intelligence

biases in the data. Researchers should carefully assess the impact
of their research on different social groups and take steps to miti-
gate potential bias and discrimination. Thus, privacy and confi-
dentiality are the two areas that highlight principles where re-
searchers should respect the privacy and confidentiality of the
data used in their research. This involves obtaining informed
consent from participants and ensuring that adequate measures
are taken to protect sensitive information. Finally, responsibility
and accountability principles require that researchers are respon-
sible for decisions and actions taken in the development and ap-
plication of Artificial Intelligence systems. They should be aware
of the potential consequences of their research and be prepared
to be accountable for them.
There have been quite a few examples and infinite possibili-
ties of AI application. However, a couple of situations have been
selected where an appropriate use of Artificial Intelligence is evi-
dent (Hutter, 2004).
In the Case Study of the Use of Artificial Intelligence in Candi-
date Selection, imagine a scenario in which a university uses Arti-
ficial Intelligence algorithms to select candidates for its graduate
programs. If these algorithms are not properly designed, they
could introduce unfair biases into the selection process, discrim-
inating against certain groups of people. To address this prob-
lem, researchers must ensure that the algorithms used are fair
and equitable. This may involve removing sensitive variables,
such as race or gender, from prediction models, and regularly
evaluating their performance in terms of fairness.
Data collection has become a crucial step in university re-
search, and it also raises important ethical considerations. Re-
searchers must ensure that they obtain informed consent from
participants and respect their privacy and confidentiality. In ad-
dition, it is important to consider the potential impact of data
collection on the communities and groups involved. For exam-
ple, in studies involving vulnerable communities, researchers
should take additional measures to ensure the protection and
well-being of participants.
Following the questions raised, we incorporate a series of pro-
posals for an Ethical Research in AI (Bostrom & Yudkowsky,
2018; Cath, 2018; Zevedi, 2023) that we consider interesting in
order not to fall into the temptation of misusing the tools:

7. Integrating AI into Academic Research 109

 • Ethics Training for Researchers. It is essential that researchers
receive training in ethics and good practices in the use of Arti-
ficial Intelligence. This may include courses and workshops
on ethical principles, as well as guidance and advice on the
application of these principles in research practice.
• Research Ethics Review. Academic institutions should estab-
lish ethics review committees dedicated to evaluating and
overseeing research involving the use of AI. These committees
can provide guidance and advice to researchers, and ensure
that the highest ethical standards are met.
• Transparency, Reproducibility, and Reusability and Research
Data Management. Researchers should be committed to trans-
parency and reproducibility in their research. This implies
providing access to the data and algorithms used, as well as to
the methods and procedures employed in data analysis. Trans-
parency and reproducibility are essential to ensure the integri-
ty and reliability of scientific research. Along with transparency
and reproducibility, reusability and research data manage-
ment should be taken into consideration. Reusability and re-
search data management highlight the importance of the min-
imum requirement of all archival documentation including
AI-specific metadata, ethics applications and votes.

7.5. Conclusion
The speed at which AI has unpredictably progressed exceeds the
speed of our ethical institutions in regulating what has been cre-
ated out of Artificial Intelligence (González-Esteban & Calvo,
2022). Ethics in the use of Artificial Intelligence in university re-
search is a vitally important issue that must be addressed in a
rigorous and thoughtful manner. Researchers must adhere to
fundamental ethical principles, such as transparency, fairness,
privacy, and accountability, at all stages of their work. In addi-
tion, concrete measures, such as ethics training, ethical review of
research, and promotion of transparency and reproducibility,
need to be implemented to ensure that Artificial Intelligence re-
search is conducted in an ethical and responsible manner. Only
in this way will we be able to make use of its potential without
losing the identity of the researcher.

110 The Education Revolution through Artificial Intelligence

 As Cortina (2022) explains,

the prestige of science is linked to its capacity for verification or fal-

sification, within the framework of possible experience. Attempting
to gain that prestige and credibility with statements that far exceed
the possibility of actual or possible corroboration, pretending that
they are scientific, is a blatant deception, which goes against the
goal of science, against its most basic ethos. A scientific utopia is
simply a deception. (p. 473)

7.6. Recommendations for Best Practices

The position that prevails in the literature shows a consensus on
the need to unify initiatives for the ethical use of AI (Nodals,
2020). For this reason, we find good practices and attempts to
structure guidelines that guide the development of an ethical
and responsible use of these technologies in science, society, and
technology. However, these practices are presented in isolation
and detached from the regulatory part. Piedra Alegría (2022)
presents 2 proposals on how the problems arising from the im-
plementation of AI should be addressed.
The first proposal highlights a hard regulatory approach (hard
law) that seeks the creation of a legal framework that addresses
the creation of clear rules, laws or regulations that define the ac-
tion framework for AI. Some examples of good practices in this
regard are the Chinese AI proposal of the year 2017 “New Gen-
eration Artificial Intelligence Development Plan” (AIDP) and
China New Generation Artificial Intelligence Development Re-
port of 2019.
The second proposal discusses a soft approach (soft law),
considering recommendations, declarations, and manifestos
that serve to generate guidelines. Based on this point of view,
the European Parliament (2020) raises the urgency of adopt-
ing transparent systems that generate trust to avoid harmful
uses. This proposal is adopted by the European Union (i.e.,
Ethical Guidelines for a trustworthy AI), the United States
(i.e., Preparation for the Future of Artificial Intelligence) and
Russia (i.e., Кодекс этики в сфере — Ethical Code of AI), to
mention some cases (Joy Stone, 2022). The second approach

7. Integrating AI into Academic Research 111

 is currently the most developed and responds to an ethical ap-
proach led by specialists in this area and by academics in gen-
eral. This is mainly due to not having efficient and agreed le-
gal regulations yet.

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116 The Education Revolution through Artificial Intelligence

 8
Integrating Generative AI
into Analytical Practices
in Qualitative Inquiry
PhD María Paz Sandín Esteban
Institut de Recerca en Educació (IREUB), Universitat de Barcelona (UB), Spain
[email protected]
https://orcid.org/0000-0003-1836-6126

PhD Angelina Sánchez Martí

Universitat Autònoma de Barcelona, Spain
[email protected]
https://orcid.org/0000-0002-4719-4688

PhD Ruth Vilà Baños

Institut de Recerca en Educació (IREUB), Universitat de Barcelona (UB), Spain
[email protected]
https://orcid.org/0000-0003-3768-1105

Abstract
This chapter discusses the use of generative AI for qualitative data analysis,
highlighting innovative techniques such as inductive coding, sentiment analy-
sis and opinion mining, applied via ATLAS.ti software. It focuses on presenting
how CAQDAS programs have currently expanded their analytical tools by inte-
grating AI and, to exemplify these, the chapter analyses the discourse and
policy on Artificial Intelligence and education found in official documents
from UNESCO, a recognized international authority in the field. Reports of in-
ternational forums on AI and education in the last five years were scrutinized,
in addition to other relevant UNESCO documents on Artificial Intelligence and
ethics, providing an overview of current areas of interest and concern and de-
velopments within the international education community. The chapter thus
offers guidelines for mastering new qualitative analysis tools using AI by criti-
cally integrating these procedures into conventional methods.

Keywords: CAQDAS, education, generative AI tools, qualitative analysis, UNESCO.

https://doi.org/10.36006/09651-1-08 117
 8.1. Introduction. Overview of AI-
assisted qualitative analysis
The advent of generative AI urges us to address the role it occu-
pies (and can occupy) in educational research (and therefore
also among the research community), in order to ensure that the
question of epistemology and its relationship with methodology
is not, once again, neglected within the educational tradition.
Undoubtedly, Artificial Intelligence (AI) has great potential in
the field of qualitative research, as it can handle large volumes of
data, encompassing both explicit information and the more sub-
tle nuances implicit in discourse. The task of assigning codes to
relevant quotations in qualitative analysis, a traditionally labori-
ous analytical exercise even with the support of specialized com-
puter aided qualitative analysis software (CAQDAS), has been
considerably simplified with advances in AI, especially in tech-
nologies incorporating natural language processing (NLP). Re-
cently, CAQDAS has integrated state-of-the-art AI models, such
as OpenAI’s GPT, streamlining the coding process and the auto-
matic creation of codes by exploring emerging patterns and pro-
ducing explanatory insights. An example can be found in ATLAS.
ti, a program offering AI tools in beta phase (Lopezosa, Codina,
Boté-Vericad, 2023) for automatic open and descriptive coding
of textual materials (AI responses in this beta phase may be im-
precise or take longer).
This chapter discusses the potentials of two specific AI-based
inductive coding tools, namely AI Coding and Intentional AI
Coding, and two further applications, i.e., sentiment analysis
and opinion mining, whose purpose is to identify and quantify
emotions and attitudes in text and to examine word patterns,
sentence structures and linguistic contexts. To illustrate this,
the chapter shows the practical use of the tools in analyzing of-
ficial documents and blogs by UNESCO and the United Na-
tions focused on education, ethics and AI. The case study un-
derlines the usefulness of the tools for ensuring rigor and qual-
ity in qualitative analyses, aligning analytical processes with
research objectives. In this way, the chapter provides a compre-
hensive understanding of experts’ and international organiza-
tions’ recommendations regarding the integration of AI in

118 The Education Revolution through Artificial Intelligence

forms of education that set out to advance towards a more sus-
tainable world.

8.2. The Integration of AI in Computer-

assisted Qualitative Data Analysis Software
(CAQDAS): the potentials of ATLAS.ti
In this section, we examine the possibilities offered by the inte-
gration of AI in ATLAS.ti (Sabariego, Vilà, & Sandín, 2014) by
briefly analyzing its tools.

AI summaries
This is a faster way to extract crucial information, simplifying
qualitative analysis and obtaining summarized information
quickly with OpenAI (Figure 8.1).

Figure 8.1. Advantages of AI summaries. Source: developed by authors.

AI applications in coding
The applications of AI in encoding documents for analysis are:
automated inductive coding (AI coding), intentional coding,
and AI-powered code suggestions.

Automated inductive coding: In ATLAS.ti, automated inductive

coding, driven by OpenAI GPT models, supports document
reading and performs inductive coding automatically. Further
review is necessary, of course, in order to refine the automatical-
ly generated codes appropriately for the specific study. The sug-
gested process is summarized in Figure 8.2.

8. Integrating Generative AI into Analytical Practices in Qualitative Inquiry 119

 Figure 8.2. Automated inductive coding process. Source: developed by authors.

In some cases, GPT models may code for social biases, such as
stereotypes or negative feelings towards certain groups, thus
careful review of the results is necessary. It is best to submit doc-
uments that can combine thematically in the same round of AI
coding. Interview questions or participant names in transcripts
should be included in their specific response paragraphs. Para-
graph structure should be well defined (PDFs can be deficient in
this respect). AI Coding skips very short paragraphs, and only
parses the plain text of the documents.

Intentional coding: Powered by the technology behind OpenAI’s

ChatGPT, the AI coding wizard enables us to steer automated
coding in the desired direction. It is a tool that allows us to direct
AI, obtain codes and explain intentions, concepts of interest and
research scope, amongst other features (Figure 8.3).

Figure 8.3. Advantages of intentional coding. Source: developed by authors.

AI-Powered Code Suggestions: If you prefer to code the data man-

ually and only need a little guidance on how to carry out the
coding, the use of suggested codes is recommended. Suggested
codes work like AI coding, except that they are applied to a piece

120 The Education Revolution through Artificial Intelligence

of text rather than to the entire document. All suggested codes
should be reviewed while creating your own codes (Figure 8.4).

Figure 8.4. AI-powered code suggestions process for new and existing quota-
tions. Source: developed by authors

Conversational AI: chat and interact with documents.

OpenAI’s GPT model (used in ChatGPT) utilizes state-of-the-art
natural language processing to understand queries contextually,
maintain an intelligent dialogue, and provide clarification. Some
of the applications of Chatbot AI to qualitative data analysis are
shown in Figure 8.5.

AI-assisted sentiment analysis and opinion mining

Sentiment analysis and opinion mining tools are related, but
there are fundamental differences in their approaches and objec-
tives. They are often used in tandem to gain a more complete
understanding of attitudes and opinions in text analysis, al-

8. Integrating Generative AI into Analytical Practices in Qualitative Inquiry 121

 Figure 8.5. Applications of conversational AI to qualitative analysis. Source: de-
veloped by authors.

though whether you choose to use them or not depends, as al-

ways, on your objectives.
Sentiment analysis focuses specifically on determining the emo-
tional connotations of utterances regarding a topic – i.e., whether
the content is positive, neutral or negative – by assessing and quan-
tifying emotional tones, but without delving into more complex
aspects of opinion. Opinion mining, on the other hand, enables us
to discover and extract opinions and attitudes expressed on a spe-
cific topic. Table 8.1 shows some factors that can help researchers
decide the best options and the best way to combine them.

Table 8.1. Opinion mining versus sentiment analysis

OPINION MINING SENTIMENT ANALYSIS

Definition Extraction of subjective information Focuses specifically on determining the

from sources such as reviews, comments emotional tone of a text, i.e., whether the
and opinions expressed in texts. content is positive, neutral or negative.

Objective To identify and extract the opinions and To evaluate and quantify the emotional
attitudes expressed by users on a specific tone of the text, without necessarily del-
topic. ving into more complex aspects of the
opinion.

Scope Can cover not only the tone of an opi- Focuses on classifying text into catego-
nion (positive, negative, neutral) but also ries of emotional tones and can be part
more complex aspects such as the iden- of a broader opinion mining approach.
tification of themes, the identification of
organizations mentioned and the rela-
tionships between different opinions.

Applica- For understanding a diverse range of When tones are sufficient.

tions opinions. For simpler applications.
For deeper analysis.

Source: developed by authors.

122 The Education Revolution through Artificial Intelligence

8.3. Qualitative Analysis Case
Study Using Generative AI
The following sections present an example of the use of ATLAS.ti
generative AI for inductive coding tools, sentiment analysis and
data mining. The case study investigates UNESCO official docu-
ments (synthesis reports) on ethics, education and Artificial In-
telligence (UNESCO, 2019; 2021; 2022; 2023) and blogs and
press releases from both the United Nations (3rd May 2023; 26th
July 2023; 7th September 2023; 8th November 2023) and UNE-
SCO (8th June 2023; 16th October 2023), on the same topics.

Developing inductive codes and exploratory

analysis with assisted AI
The process of applying AI tools to assist in inductive text analy-
sis generally involves three basic steps: induction, organization,
andinteraction:

• Induction: As noted above, AI-based analysis models read the

documents, locate meaningful codes for each data segment
and conduct fully inductive coding, presenting an overview of
the results. As an example, applying the AI Coding Beta pro-
cess to the thematic analysis of the report of the Beijing Con-
sensus on AI (UNESCO, 2019), 45 new coded quotations,
145 newly created descriptive codes, the most applied codes
(high frequency) and the most co-occurring codes were iden-
tified.
• Organization: This involves, amongst other things, adjusting
the granularity of AI coding results based on your specific
needs; eliminating and merging codes; relocating or eliminat-
ing quotations; and even discarding codes that, while existing
in the quotations, may not be targeted by the study. Thus, in
our case, the number of codes was reduced from 145 to 45,
following an axial coding process; in the sense, this process of
refining the category system sought to discover the most im-
portant categories according to: (1) frequency, (2) relevance
to the problem statement, and (3) similarities amongst cate-
gories. For example, several of the quotations initially in “ed-

8. Integrating Generative AI into Analytical Practices in Qualitative Inquiry 123

 ucation” were reassigned to the code “learning”; and quota-
tions from low-frequency codes, such as “learning practices”
and “learning outcomes”, along with those from codes that
were thematically close, such as “personalized learning” or
“adaptive learning”, were also included in “learning”. A fur-
ther example is that the quotations from “gender equality”,
“gender gap” and “gender inequality” were added to the code
“gender dynamics”.
• Interaction. Co-occurrence, i.e., when a quotation belongs to
more than one code, is the clearest example of relationships
and interactions within a data set, and illustrates the richness of
qualitative data, which is both complex and multidimensional.
AI Coding tells us which topics have the highest co-occurrence
of codes. Figure 8.6 shows that, in the case study, these were
found at the intersection between “education” and “policy”
(15); “education” and “AI in education”; (14) “education” and
“sustainable development” (14); “policy” and “AI in educa-
tion”; (8) and “sustainable development” and “policy” (8).

Figure 8.6. Table of general co-occurrences among codes generated with AI cod-
ing in the UNESCO report analysis (2019). Source: developed by authors.

This tool allows us to investigate patterns in the data and sug-

gest hypotheses to deepen the analysis from an exploratory per-
spective guided by AI automated coding. For example, in Figure
8.7, we extended the analysis window with the details of the
subcodes of the association between “sustainable development”
and “policy” (8). Thus, we were also able to explore, again by
way of example, the relationships between countries’ develop-
ment and governance policies, analyzing the content of the three

124 The Education Revolution through Artificial Intelligence

corresponding quotes from the Beijing forum document, in
which experts stated that effective governance policy is crucial to
integrating AI in education, facilitating sustainable development
by giving rise to a society that is better equipped to face future
challenges. Therefore, this procedure helps us make successive
inductive, exploratory and thematic analyses of the co-occur-
rences of interest with the assistance of AI technology.

Figure 8.7. Table of specific co-occurrences for the subcodes of “sustainable de-
velopment” and “policy” (UNESCO, 2019). Source: developed by authors

Another powerful inductive coding tool offered by ATLAS.ti is

intentional AI coding, with which we can indicate to the pro-
gram our individual research objectives in order to guide the AI
application and enhance its efficiency. Figure 8.8, for example,
shows the input of our research interests and the context of the
study, which framed the analysis of the UNESCO forum report
(2019) and yielded auto-generated codes.

Figure 8.8. Input of intention in ATLAS.ti Intentional AI Coding tool. Source: de-
veloped by authors.

The program generated eight questions based on our inten-

tion, plus a coding proposal. Before accepting such suggestions,
you can add or delete questions and modify codes, thus main-
taining control of the coding at all times.

8. Integrating Generative AI into Analytical Practices in Qualitative Inquiry 125

 Figure 8.9. Example of questions and code categories proposed for UNESCO
(2019), created with intentional IA coding. Source: developed by authors.

With the automatic intentional coding, the result was 121

quotations and 538 codes in eight categories. Again, the analyst’s
participation in refining the category system offered by AI is im-
portant at this point to reduce the number of codes. For exam-
ple, the codes “ethical concerns”, “ethical principles in educa-
tion” and “ethics” could be subsumed into a single code.
The more context provided for the AI analytical process, the
better the results. For example, in our analysis of the four UNE-
SCO documents (2019, 2021, 2022 and 2023), we refined the in-
tention input for intentional AI coding by increasing the number
of questions and providing more details about the study, using
the instructions below (Figure 8.10). The result was that the loca-
tion of relevant citations was more accurate and the program pro-
vided subcodes with a higher density of quotations (grounded).

Figure 8.10. Intention in intentional AI coding for analyzing UNESCO forums

(2019-2022). Source: developed by authors.

Sentiment analysis and opinion mining

Next, we performed a sentiment analysis to obtain an overview
of the perceptions and public stance of the United Nations (UN)

126 The Education Revolution through Artificial Intelligence

and UNESCO – as the UN’s specialized agency in the field of
education, science and culture – regarding the integration and
potential of AI in education, identifying the overall tonality of
their publications (positive, neutral or negative) and the areas of
interest and/or concern in their discourse.
For this analysis, we selected official documents covering a
short period of time, since including a temporal approach in this
type of analysis can reveal emerging trends, opinion shifts and
increases in the importance of key aspects. Once the documents
or groups of documents to be analyzed have been chosen, it only
remains to choose the base unit for the search and coding (para-
graphs or sentences) and to select the type of sentiment or emo-
tional tone to be coded. ATLAS.ti then suggests subcode labels for
each sentiment (positive/neutral/negative), but you can rename
them or download and install other more complete models.
The analysis tool searches the documents and presents its re-
sults through a quotation reader (Figure 8.11), which suggests a
sentiment code associated with a sentence or paragraph and al-
lows you to modify the code if necessary. In this case, the analy-
sis yielded 281 quotations, of which 88 corresponded to positive
and negative sentiments. ATLAS.ti offers many possibilities for

Figure 8.11. Quotations reader after sentiment analysis. Source: developed by

authors.

8. Integrating Generative AI into Analytical Practices in Qualitative Inquiry 127

 coding. You can, for example, code all the results with one of the
suggested codes or with all the suggested codes at the same time.
You can also use the regular coding dialog for adding or remov-
ing codes.
In this study, we coded all the positive and negative senti-
ments through a code-by-code review, although automatic cod-
ing is also possible. Subsequently, we verified the number of
codes identified and assigned colors to each of them in order to
make reading clearer and faster, assigning green to positive senti-
ments and red to negative. In this way, when opening a docu-
ment, we could see at a glance both the positive and negative
sentiments in the compiled news items.
Furthermore, ATLAS.ti enables exploration of the distribution
of codes by document, as shown in Figure 8.12. This function
was highly useful for exploring the emotional tones in the data
– as is usually done when exploring thematic patterns – and in-
terpreting the research results, since it enabled us to visualize the
predominance of positive and/or negative feelings in the dis-
courses of the international organizations setting the education-
al agenda.
To investigate the specific opinions and themes emerging
from the positive and negative quotations in more depth, we

Figure 8.12. Distribution of codes by documents. Source: developed by authors.

128 The Education Revolution through Artificial Intelligence

used the opinion mining tool, which is also extremely useful when
combined with a reticular analysis. This qualitative genIA analy-
sis yields a visualization of the most important factors in the
positive and negative sentiments, allowing us to review them in
context and apply automatic coding.
Opinion mining is a flexible tool that enables analyses on dif-
ferent levels: individual documents, groups of documents, spe-
cific codes or sets of codes. Applied to document analysis, it can
process one or several documents simultaneously, producing
graphs that enable exploration of the results and their text
matches.
Once the document or documents have been chosen, ATLAS.
ti begins to analyze the data using text analysis algorithms that
serve as a starting point for reflecting on the data from different
perspectives and theoretical approaches. The aspects detected are
displayed in a two-column layout (Figure 8.13): those with posi-
tive sentiment in the left column and those with negative in the
right. We should also take into account that, since the columns
are ordered by the number of occurrences for their respective
sentiment, positive and negative results can appear in both col-
umns.
When selecting an aspect, the corresponding text matches are
always displayed on the right, and these results can be further

Figure 8.13. AI opinion mining. Source: developed by authors.

8. Integrating Generative AI into Analytical Practices in Qualitative Inquiry 129

 filtered by selecting the sentiment modifier themes and coding
the text matches progressively. For example, when reading the
segments identified as exemplifying a theoretical or descriptive
idea of AI, four matches emerged among the positive sentiments.
These were references to innovation, diversification and the
opening up of possibilities; global collaboration; accelerating
the achievement of the SDGs; and efficiency and its associated
time savings in research and development. In contrast, among
the negative sentiments, 44 coincidences emerged, with refer-
ences to the challenges and risks associated with AI and its po-
tential unintended consequences, such as a high carbon foot-
print in model training; ethical issues such as privacy and sur-
veillance; bias and discrimination; security; liability; regulation
and supervision; cross-border data flows; unequal data access,
and so on. Overall, we found that there was a clear bias towards
negative sentiments in the texts, many of which urged UNESCO
to focus its discourse on the importance of a consistently hu-
man-centered approach in using generative Artificial Intelligence
in education, in order to safeguard human rights.

8.4. Critical integration of AI in

qualitative analytical approaches
This chapter provides a detailed view of the use of AI in qualita-
tive research, exemplifying its practical application through the
analysis of the official discourse of organizations such as UNE-
SCO, which have urged us to pay special attention to the lack of
regulation of data use and the ethical issues that we need to ad-
dress as a society (UNESCO, 2023).
As we have seen, CAQDAS generative AI analytical tools af-
ford advances in line with the most recent and, in many ways,
diverse developments in qualitative research. These tools enable
us, amongst other aspects, to identify sensitive topics and assess
public perceptions (e.g., through sentiment analysis, by detect-
ing topics that generate strong emotional responses; in our case,
identifying the international educational community’s areas of
interest and concern regarding Artificial Intelligence in educa-
tion); comparison of documents over time (e.g., how percep-

130 The Education Revolution through Artificial Intelligence

tions and attitudes towards Artificial Intelligence in education
have evolved over time, revealing trends, shifts in opinion and
factors of increasing importance); and to transform teaching
methodologies and AI competencies (e.g., how it is proposed to
transform teaching methodologies and what AI competencies
are seen as necessary for teachers and students to prepare them
for an increasingly technological and automated world).
However, the integration of AI into qualitative analytical
methods is still more strongly related to how we as researchers
engage with what we seek to investigate, how we go about the
process of investigation, and how we make sense of the knowl-
edge we produce, than anything else. In essence, what we argue
here is that the adoption of AI involves strategy and method,
and that, while such automation may enable us to work faster,
our strategies and methods should still be seen as responsive
and always appropriate to the data, not as a set of ready-made AI
procedures marking out a predetermined route.
There is no point in using AI simply because it is fashionable
or just because it is there. In fact, these are precisely the real risks
we run if we get too caught up with the ever-increasing range of
AI possibilities, since they can be interpreted as an easy route to
qualitative research, without really thinking about what they of-
fer the researcher and the particular study at hand. As with any
other method, it is necessary to think about the reasons behind
our choosing it. As researchers (trainee or otherwise) we need to
be aware of the ever-increasing range of possible methods, learn
from them and never stop asking ourselves: Why do I want to
use this tool? What kind of data or knowledge can this tool or
analytical procedure provide in relation to my research objec-
tives? etc.
We should not lose sight of the fact that the process of valida-
tion and development in AI analysis is iterative in the same way
as more traditional methods. As researchers move forward in an
AI-based analysis, they adjust and improve both its analytical ca-
pabilities and the coding and analysis system itself, in the light
of feedback and accumulated experience. Thus, we would argue
that qualitative analysis occurs in the relationship between the
researcher and their research, and although AI can help us facili-
tate the processes involved, in no case may it replace the re-
searcher. No matter the quantity and quality of the automatical-

8. Integrating Generative AI into Analytical Practices in Qualitative Inquiry 131

 ly created codes, a researcher should always check their appro-
priateness.
It is to be expected, for example, that open coding procedures
will generate hundreds of codes, single codes will be applied to
more than one quotation (hence their large number), and the
analyst’s refinement of each proposal is therefore essential. The
researcher should continue to address the common problems of
data quality, such as outliers, information that has no bearing
on the research objectives, and the imbalances that often occur
in the creation of the category system. It is necessary not to lose
sight of how results are generated through AI models and to con-
tinue to use constructivist methods – drawn from re-elaboration
and abstraction processes – such as constant comparison through
open and axial coding (Strauss and Corbin, 2002) or network
analyses.
Likewise, it is essential to bear in mind that, despite the ad-
vantages offered by these tools, AI models are not infallible
and may inherit biases from the data with which they were
trained. In addition, human interpretation is necessary to con-
textualize the results and ensure the validity of the conclusions.
Furthermore, before and while disseminating their findings, re-
searchers should ensure that these reflect their specific objec-
tives and conform to scientific rigor. A combination of ap-
proaches, using the power of AI together with human research
expertise, is still the most effective and ethical way to conduct
qualitative analyses.

References
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Naciones Unidas (2023, May 3). El debate de la ética de la IA no es
tecnológico, sino social. Noticias Onu. https://news.un.org/es/
interview/2023/05/1520557
Naciones Unidas (2023, July 26). Un informe sobre educación aconse-
ja un uso adecuado de la tecnología en las escuelas. Noticias Onu.
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Naciones Unidas (2023, September 7). Un niño debe tener al menos
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inteligencia-artificial-en-la-onu/
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education/artificial-intelligence

8. Integrating Generative AI into Analytical Practices in Qualitative Inquiry 133

 9
Redefining Language Education
in the AI Era: Challenges,
Opportunities and Perspectives

Miguel Cuevas-Alonso
University of Vigo, Spain
[email protected]
https://orcid.org/0000-0001-7656-2374

Pablo M. Tagarro
University of the Basque Country, Spain
[email protected]
https://orcid.org/0009-0003-8220-7792

Abstract
Recent years have seen a substantial evolution in the nascent field of Artificial
Intelligence (AI), influencing a wide range of disciplines. The domain of lan-
guage teaching and learning is similarly undergoing a transformation driven
by this technological upheaval, that of Industry 4.0. However, the integration
of AI in this field is often undertaken without sufficient reflection, despite the
profound social and personal implications it entails, including ethical concerns
and data protection issues. The objective of this chapter is, essentially, three-
fold: 1) it contextualizes language teaching within the burgeoning technologi-
cal milieu, underscoring the interplay between AI and language education;
2) it explores the challenges and opportunities in language teaching arising
from AI integration; and 3) it delves into the potential of AI to enhance the
efficiency and effectiveness of language education, while also critically exam-
ining the possible adverse effects its application might bring.

Keywords: artificial intelligence, second language acquisition, language edu-

cation, language learning.

https://doi.org/10.36006/09651-1-09 135
 9.1. Introductory Remarks
The emergence of Artificial Intelligence (henceforth AI) within
contemporary society has brought with it significant transforma-
tions, revolutionising the approach not only to mundane tasks
but also to those of a more specialised nature (see, e.g., Russell
et al., 2022, for an overview of the field). In this context, numer-
ous scholars acknowledge the advent of what is often referred to
as the Fourth Industrial Revolution (or Industry 4.0), a period
characterised by the integration of advanced technologies such as
AI into sectors like healthcare, finance, transportation, entertain-
ment and the media, human resources and education. Within
language education, AI is poised to assume diverse roles in all
these fields, serving as a tutor, a learning facilitator, and even an
advisor, according to Dakakni & Safa (2023). The potential of AI
to mimic human thought processes – such as learning, reasoning,
memory, planning and problem-solving – is significant. Com-
bined with its capabilities in voice and image recognition, natural
language processing (NLP), and multidimensional factor analysis
(Abdullah Sharadgah & Abdulatif Sa’di, 2022), AI is providing
substantial (and obvious) benefits in the field of language educa-
tion. Furthermore, the previous decade has been characterised by
an unprecedented developments in deep learning technologies
(Surdeanu & Valenzuela-­Escárcega, 2024; see also Goodfellow
et al., 2016, for a more general review) departing from symbol-
ic approaches to NLP and, by extension, to AI (see Gómez-Pérez,
2023, pp. 57 and ff., for further information). In fact, language-
centric AI is “undergoing a paradigm shift with the rise of neural
language models that are trained on broad data at scale and are
adaptable to a wide range of monolingual and multilingual
downstream tasks” (Agerri et al., 2023, p. 16, original emphasis).
Nonetheless, for the purpose of proposing the responsible
use of these technological advancements, it is crucial to acknowl-
edge that a number of ethical dilemmas are subject to debate.
These challenges extend beyond the general implications associ-
ated with the use of AI to encompass issues related to language,
linguistic policy and the phenomenon of linguistic cybercoloni-
alism. Moreover, the rapid pace of technological advances here
scarcely affords adequate time for the execution of comprehen-
sive studies aimed at assessing the benefits and potential risk fac-

136 The Education Revolution through Artificial Intelligence

tors involved. Consequently, this acceleration brings with it the
risk of insufficient understanding of the manner in which these
technologies alter various facets of life and human behaviour
(Jenks, 2023).

9.2. The Interplay between Language Teaching

and AI
The domain of language teaching is one sphere of activity in
which AI exerts a considerable influence. As shown in subsequent
sections of this chapter, AI facilitates the adoption of innovative
methodologies that significantly bolster the learning process,
such as gamification (i.e., the application of elements of game de-
sign in educational contexts to increase motivation and learning
outcomes). Such an enhancement is attributable to four factors in
particular (Akgun & Greenhow, 2022; Caldarini et al., 2022; Chen
et al., 2020; Dakakni & Safa, 2023; Roll & Wylie, 2016; Wei, 2023;
Zhang et al., 2020): 1) the scope for personalised learning,1 fun-
damentally through the adaptation of content and pace of learn-
ing to accommodate individual requirements, this facilitated by
the capacity of AI to identify specific learning difficulties; 2) the
adoption of hybrid instructional models, which integrate tradi-
tional face-to-face teaching with technologically mediated educa-
tion; 3) the provision of augmented support for learners engaged
in the development of collaborative projects; and 4) the real-time
interaction with intelligent systems that can simulate real-life lin-
guistic interaction in natural, realistic contexts, although with dif-
ficulties in replicating cultural and contextual nuances (e.g., idi-
oms, colloquialisms, etc.) characteristic of natural languages (Re-
bolledo-Font-de-la-Vall & González-Araya, 2023).

1. Although findings are not consistent, some studies have shown that AI can sus-
tain the quality of student feedback and intrinsic motivation, and can enhance the effi-
cacy of selfmonitoring in preserving student performance, thus promoting a sense of
empowerment in their self-regulated learning practices. Also reported is the possibility
that groups trained using AI make additional effort in their peer reviews, resulting in
more extended comments; such lengthier comments have been linked to improved
learning and selfregulation, and to a reduction in student anxiety (Darvishi et al., 2024;
Lai et al., 2023; Wei, 2023). It is crucial, then, to acknowledge the significance of affective
states and motivation in the success of language learning performance (Dewaele, 2022).

9. Redefining Language Education in the AI Era 137

 This is pertinent to the framework of a constructivist ap-
proach in the realm of language pedagogy, underpinned as it is
by sociocultural theory (Lantolf & Pavlenko, 1995), in the realm
of language pedagogy. As argued by Kannan & Munday (2018,
14), “language learning is fundamentally a socio-cultural experi-
ence”. Concurrently, Blake (2017) observes that collaboration
between two or more learners is likely to yield more sophisti-
cated and precise expressions in a foreign language. Further-
more, applying Situated Learning Theory to language acquisi-
tion underscores the crucial role of a community, where experi-
enced speakers facilitate the learning process for newcomers.
This approach emphasises “the relationship between learning
and the social situation in which it occurs” (Lave & Wenger,
2009, p. 14), making clear the importance of contextual and so-
cial dimensions in learning processes. At the same time, and as
noted by Anderson et al. (1996), we should acknowledge that
the situated nature of learning is not a universal requisite for all
learning experiences, although it is greatly beneficial in the case
of language learning. In this context, it appears that AI could, to
a certain extent, fulfill the role of an interlocutor in this form of
learning, especially if the process becomes wholly immersive.
This, in turn, would have profound effects on the conceptualisa-
tion of interaction within language teaching and learning. More-
over, it potentially entails shifts in linguistic behaviour on a
global scale (Jenks, 2023).
The ability of AI to simulate real-life situations through multi-
modal teaching learning is of particular import. To date, achieve-
ments have remained elusive, despite efforts to this end within
communicative (or interactive-based) and sociocultural method-
ologies. Yet there is the potential for great success of AI here,
moving beyond the era of Computer Assisted Language Learning
(CALL) that has been dominant over the past 30 years. It also has
the potential to influence and enhance more recent advance-
ments like Mobile Assisted Language Learning (MALL), evolving
towards Intelligent CALL and Networked Learning (NL) (Kannan
& Munday, 2018). These developments represent a shift towards
“learning in which ICT [Information and Communication Tech-
nology] is used to promote connections between one learner and
other learners, between learners and tutors, and between a learn-
ing community and its learning resources” (Jones, 2015, p. 5).

138 The Education Revolution through Artificial Intelligence

 In a similar vein, the integration of virtual reality (VR) along-
side AI in language learning should be emphasised. Some stud-
ies highlight the benefits that VR can offer in language learning
in a variety of ways: the creation of real-life contexts, a reduction
in anxiety, etc. (Ma, 2021; Tai & Chen, 2021; Melchor-Couto &
Herrera, 2022; Gruber et al., 2023; Kaplan-Rakowski & Gruber,
2023; Ironsi, 2023). In this respect, multimodality (Bateman,
2021; Kress & Van Leeuwen, 2001) currently constitutes the
framework within which any language learning should take
place, alongside the sociocultural approach (Dressman, 2019;
Guo, 2023). Whereas technology applied to language teaching
has thus far incorporated this multimodal dimension gradually
and to a certain extent (Herrero, 2023), AI could facilitate a sub-
stantial improvements here, including the ability to conceptual-
ise communication within the realms of language education
and acquisition as transcending mere aggregations of utterances.
AI possesses the capacity to analyse and generate messages that
incorporate a multiplicity of communicative modalities, engen-
dering a variety of meanings through the use of heterogeneous
semiotic resources (including, of course, those of a social na-
ture). This is exemplified by the recent development of Google’s
multimodal AI model Gemini (Durante et al., 2024), particu-
larly as further progress is made in the transition from multi-
modal understanding models to multimodal generation mod-
els, and with the application of compositional AI. The latter is
understood as the use of AI modules with diverse functions that
combine to address complex problems, from the amalgamation
of which new capabilities emerge, ones which are unattainable
for a single module (Du & Kaelbling, 2024; Martie et al., 2023;
see also Wei et al., 2022, for emergent abilities of large language
models). In addition, the capacity of AI to furnish instantaneous
feedback on the progression of linguistic competencies must be
underscored, an issue that is of key importance in language
learning, given that feedback can propel the learning process
(see Chen et al., 2024).
It is thus likely that the use of AI in the years ahead will ena-
ble not only the establishment of personalised language-­learning
programs, but also the reduction of the linguistic gap between
what is taught in classrooms and the reality of languages in use.
This approach brings students closer to a sociolinguistically im-

9. Redefining Language Education in the AI Era 139

 mersive reality, by allowing for the consideration and adjust-
ment of content based on the linguistic distance between the
macro and micro levels of language use, as well as the cultural,
linguistic, and social diversities of linguistic practices.
Within this discourse, several scholarly contributions recom-
mend eclectic methodologies that integrate conventional para-
digms with innovative, technology-based methodologies, in-
cluding AI. Consequently, the synthesis of pedagogical strategies
that accentuate the communicative and contextual dimensions
of language usage and acquisition – the communicative ap-
proach, whole language approach, etc. – seems to facilitate an
appropriate means of embedding AI into language education.
This integration does not invariably sideline the teacher, and it
has been argued convincingly that both blended and situated
learning methodologies tend to produce favourable outcomes
(Valledor et al., 2023).
As will be discussed below, tools such as intelligent chatbots
facilitate language practice in real-world contexts, while adaptive
systems tailor content to the user’s level, thereby optimising the
learning process. AI also contributes to the analysis of linguistic
outputs, enabling precise feedback on pronunciation and gram-
mar, and provides learning recommendations based on the us-
er’s progress and preferences. This significantly enhances the ed-
ucational experience and could even alleviate the anxiety associ-
ated with foreign language production tasks (Abdullah
Sharadgah & Abdulatif Sa’di, 2022).

9.3. AI-Based Technology for Language Learning

AI technologies as applied to language learning scenarios en-
compass a multi-faceted range of integrations, as described in
Pokrivcakova (2019; see also Abdullah Sharadgah & Abdulatif
Sa’di, 2022, for the use of AI in English teaching and learning).
These range from intelligent tutoring systems (ITS) and chatbots
(also conversational agents, virtual assistants or pedagogical
agents) (Hwang & Chang, 2023; Zhai & Wibowo, 2022) to
speech recognition prototypes. Son et al. (2023), for their part,
review AI’s role in foreign language learning, highlighting a fu-
ture where AI-supported tools become integral to language edu-

140 The Education Revolution through Artificial Intelligence

cation, covering seven areas of application: NLP, data-driven
learning, automated writing evaluation, computerised dynamic
assessment, intelligent tutoring systems, automatic speech recog-
nition and chatbots.
Gkountara & Prasad (2022), for instance, present an overview
of variegated AI implementations within the domain of (for-
eign) language learning. They outline how AI-based technology
can enhance diverse aspects of learning here, such as automated
speech recognition (ASR) for pronunciation and oral proficiency
training (see Agarwal & Chakraborty, 2019; Liu et al., 2022); the
development of tailored syllabuses that adapt to learners’ pro-
gress; and the use of virtual and augmented reality to gamify
learning and promote collaborative learning (see Hung et al.,
2018). They also highlight the optimisation of learning applica-
tions to accommodate different learning styles (e.g., Duolingo),
the evaluation of text readability (e.g., ReaderBench; see Dascalu
et al., 2013); the use of AI-powered translation tools (e.g., Goog-
le Glass Enterprise Edition or Google Pixel Buds); and automat-
ed writing evaluation to improve writing skills, support learner
autonomy, and reduce teachers’ workload by providing immedi-
ate, detailed feedback (see Zhang, 2021, for a review of AWE sys-
tems and the importance of navigating challenges such as the ef-
fective comprehension of AWE feedback among both educators
and learners). Additionally, Gkountara & Prasad (2022) show-
case robot-assisted language learning (RALL), as a subfield of
human-robot interaction (HRI), for interactive engagement, po-
tentially offering unique advantages over computer-assisted lan-
guage learning (CALL) (albeit more research is needed to estab-
lish robust design and implementation guidelines) (see Randall,
2020), including: the use of AI to mitigate language learning
anxiety; personalised feedback through formative assessment
with AI and machine learning techniques; and the facilitation of
computer mediated communication (CMC) and storytelling
(e.g., Mentira, Holden & Sykes, 2012).

9.4. Ethical Considerations

As we know, a substantial number of ethical considerations en-
velop AI, particularly within its educational applications (Bod-

9. Redefining Language Education in the AI Era 141

 dington, 2023; Nguyen et al., 2023; Satpute, 2023; UNESCO,
2019, 2021). This chapter focuses exclusively on those aspects
which, in relation to language teaching, have specific, significant
importance.
Firstly, during the development of individualised learning tra-
jectories, AI constructs models of both learners and educators, in-
corporating data on their emotional, social, motivational and lin-
guistic states, alongside their preferences within these domains. As
indicated in numerous studies, this raises the potential for infring-
ing or compromising privacy (Akgun & Greenhow, 2022) and,
among other concerns, it also intersects with issues pertaining to
linguistic rights, such as the choice of language and its dialects, for
instance.
On the other hand, the challenge of distinguishing between
oral/written texts produced by humans or by AI (Farhi et al.,
2023; Renzella et al., 2022; Susnjak, 2022; Tlili et al., 2023) rep-
resents a recurrent issue in contemporary language teaching in
formal contexts. Students often use this technology not to learn
languages, but simply to help them pass their courses, possibly
because AI is not integrated into classrooms as a supportive tool,
but rather is seen as a form of plagiarism (for the time being,
largely an undetectable one). Therefore, it is crucial to encourage
both educators and students to reflect on the ethical dimensions
of using these tools in academic settings, and on the importance
of individual linguistic creativity in language learning, without
demonising the use of AI-based technologies.
A critical issue to consider in the relationship between AI and
language teaching is the status of minority languages in this
Fourth Industrial Revolution. A “Digital Language Extinction”
would affect not only minority languages but also those which,
although of majority use in a specific area, are minority ones in
other countries (see Kornai, 2013). This situation has been espe-
cially apparent in the field of automatic translation, as noted by
Jenks (2023). However, there is also the risk that, within the
context of language education, the increased prominence of ma-
jority languages, particularly those serving as a lingua franca (i.e.,
English in the contemporary global context, see Crystal, 2003)
and perceived (erroneously) as inherently more valuable, might
lead to further marginalisation, if not the effective extinction, of
languages with fewer speakers.

142 The Education Revolution through Artificial Intelligence

 This is not a trivial matter, and has led European institutions
(Council of Europe Secretariat of the European Charter for Re-
gional or Minority Languages, 2022; European Parliament,
2018) to issue a series of reports aimed at mitigating the precari-
ous situation of numerous languages at risk of digital extinction,
in order to fulfill the obligations of the European Charter for Re-
gional or Minority Languages.2 UNESCO has also voiced its con-
cern through various resolutions that seek to promote multilin-
gualism and protect minority languages in the digital domain. In
this context, AI can be seen as offering dichotomous potentiali-
ties: on the one hand, it offers positive ones, in that it can serve
as an invaluable means of collaboration in the development of
educational applications targeting the preservation and expan-
sion of those languages in danger, provided that it is aptly de-
signed and trained for such endeavors. On the other designed
for and focussed on such ends. On the other hand, there exists a
plausible risk that the capabilities of generative AI for these lan-
guages might be severely limited due to their underrepresenta-
tion in available datasets.
Not all languages enjoy the same levels of technological, so-
cial, political and economic supports to ensure their continuance
in the AI era, leading to an additional facet of digital colonisation
by predominant languages. In their examination of thirty Euro-
pean nations, Rehm & Way (2023, p. 38) point out that “with the
exceptions of English, German, French and Spanish, all languages
we investigated exist in socio-political and economic ecosystems
that do not incentivize, encourage or foster the development of
technologies for these languages. While all 30 European coun-
tries we surveyed have put in place national AI strategies, almost
all of these national strategies seem to have either ignored or left
out the topic of languages and language-centric AI”.
This consideration is linked to the observation that algo-
rithms are inherently non-neutral, reflecting the values and bias-
es of their creators (Akgun & Greenhow, 2022; Alegria & Yeh,
2023; Karan & Angadi, 2023). Consequently, algorithms may,
one way or another, incorporate ideological profiles and biases
towards languages, fostering inequality, social stratification and

2. See also the “Report on the state of Language Technology in 2030” (Way et al.,
2022) from European Language Equality (2022).

9. Redefining Language Education in the AI Era 143

 discrimination based on linguistic variables, as well as conform-
ing to specific linguistic policies rooted in social, economic, or
strategic interests.3
Therefore, it is necessary to incorporate a framework of social
justice that also extends to languages and their pedagogy. Such a
framework must address and ameliorate inequalities towards en-
suring equitable access to technological advances, irrespective of
an individual’s socioeconomic status. This approach seeks to
prevent the exacerbation of the digital divide and the subsequent
marginalisation of particular communities, regardless of wheth-
er these concerns arise from the status of minority languages or
from socioeconomic and political circumstances.

9.5. Conclusion
In the current chapter, we have described both the benefits and
the ethical considerations associated with the deployment of AI
in the domain of language learning. Clearly, AI has the potential
to facilitate the development of tailored learning curricula that
not only align with the aspirations of learners but also meticu-
lously track their progression across all linguistic dimensions,
ranging from phonetic to pragmatic aspects, and spanning pro-
ductive, receptive, mediating, and interactive communicative
competences, as well as strategic skills. It is crucial to underscore
the great capacity of generative AI in developing multimodal en-
vironments which, through the integration of VR, will situate
learning within a thoroughly immersive experience. However,
given the apparent variations in effectiveness across disciplines,
a thorough exploration of this issue within the context of lan-
guage teaching and learning has become essential (Pumptow &
Brahm, 2023). The broad benefits of AI may entail certain draw-
backs, particularly if there is a lack of awareness regarding the
potential consequences that its implementation might have on
the use and learning of minority languages. In this context, the
need for social justice becomes evident, demanding the elimina-

3. Particularly noteworthy here is the VirtuSign project in terms of its innovative

integration of AI, facilitating a gamified environment that enables interactive learning
and practice of the American Sign Language (ASL) alphabet (Tukpah et al., 2023).

144 The Education Revolution through Artificial Intelligence

tion of biases in AI. Such biases can arise from the limited data
available for minority languages, as well as from the disparities
in access to technology due to socioeconomic factors.

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150 The Education Revolution through Artificial Intelligence

 10
Navigating AI Integration in Higher
Education: Ethical Challenges
and Pathways for Comprehensive
Human Development
PhD Luis Moral Moreno*
[email protected]
https://orcid.org/0000-0003-2118-0568

PhD José Luis Guzón Nestar*

[email protected]
https://orcid.org/0000-0002-1526-5058

PhD Ana Martínez Hernández*

[email protected]
https://orcid.org/0000-0003-2208-9416

PhD Paula Gil Ruiz*

[email protected]
https://orcid.org/0000-0001-6231-3916

PhD Rubén Iduriaga Carbonero*

[email protected]
https://orcid.org/0009-0007-4624-9003

Abstract
This chapter examines the growing role of Artificial Intelligence (AI) in higher
education and the ethical challenges it presents. It outlines a framework for
integrating AI into educational systems while prioritizing human development
and maintaining the integrity of learning processes. The chapter highlights AI’s
potential to transform pedagogy, enhance learning outcomes, and better pre-

* CES Don Bosco Research Group on Digital, Sustainable and Ethical Educational
Technology.

https://doi.org/10.36006/09651-1-10 151
 pare students for future job markets. Additionally, it addresses pressing ethical
concerns such as privacy, fairness, and the need for robust ethical guidelines in
AI implementation. Advocating for global collaboration, the chapter supports
decentralized AI development to promote diverse applications and prevent
power centralization. It proposes a balanced approach focused on building AI
literacy among educators and students while ensuring secure and ethical
practices. Ultimately, the chapter argues that higher education can leverage AI
to foster a more inclusive, equitable, and ethically responsible future, ensuring
that AI serves as a tool for enhancing education while preserving the human
elements essential to learning.

Keywords: AI literacy, ethical complexities, pedagogical approaches.

10.1. Introduction
The rise of Artificial Intelligence (hereinafter referred to as AI)
signifies a key moment in human technological progress, ex-
tending its implications far beyond industry and computation.
AI’s integration into societal operations and individual lives
brings about profound changes, especially within higher educa-
tion. Its transformative potential promises to reshape pedagogi-
cal frameworks, learning environments, and outcomes, signaling
a paradigm shift. This discourse emphasizes the critical role that
these technological innovations may play in refining education-
al methodologies and pedagogical practices.
Moreover, AI’s integration into higher education requires a
comprehensive review of ethical, privacy, and equity concerns.
This evaluation explores AI’s dual nature in education, compar-
ing its advantages and challenges. It stresses the significance of
maintaining a balanced perspective that prioritizes the humanis-
tic elements of education amidst technological advancement.
The primary goal is to utilize AI’s capabilities to enhance and
enrich the foundational principles of teaching and learning, pre-
serving education’s inherent value as a deeply human endeavor
(Rocchi, 2022).
Amidst the challenges posed by the new normal post-pan-
demic era, there arises a critical imperative for higher education
institutions to strike a balance between technology and pedago-
gy (Rapanta et al., 2021). It is essential to navigate the future of

152 The Education Revolution through Artificial Intelligence

teaching and learning by leveraging technological advancements
while upholding pedagogical principles. Challenges include en-
suring quality education in hybrid settings, addressing digital
disparities among students, optimizing resources, supporting
student and faculty well-being, revising curricula and assess-
ments, and providing ongoing pedagogical and technological
training for educators. Tackling these challenges is paramount
for effectively harnessing the benefits of digital transformation
in higher education inclusively and sustainably. Therefore, ex-
ploring AI’s pivotal role in higher education development be-
comes imperative, advocating for an integrated approach align-
ing technological advancements with the core principles of edu-
cational excellence.

10.2. AI Opportunities for Higher Education

The collaboration between universities and AI, particularly gen-
erative AI, presents a balanced scale of potential benefits and
risks (Dwivedi et al., 2023). Concentrating on the advantageous
aspects, we summarize hereafter the most promising areas of ap-
plication, intimately linked to educational methodologies and
frequently discussed in specialized scholarly works (Rasul et al.,
2023; Schönberger, 2023; Sok and Heng, 2024; Zawacki-Richter
et al., 2019):

• AI improves diagnostic accuracy, forecasting performance,

and dropout probability assessment while identifying needs
and influential factors. These data are crucial for early and tar-
geted interventions and for guiding teaching, learning, and
research efforts (Crompton and Burke, 2023), especially for
students facing increased challenges (Hopcan et al., 2022;
Sharma et al., 2023).
• Adaptive Learning AI utilizes algorithms to analyze student
data, pinpointing strengths and weaknesses and providing
tailored recommendations and resources for enhancement.
This approach enables curriculum adjustments based on indi-
vidual progress, achievements, and learning preferences, fos-
tering personalized learning paths that help deter dropout
rates (Dwivedi et al., 2023). Additionally, these adaptive sys-

10. Navigating AI Integration in Higher Education 153

 tems empower students to engage in modular learning at
their own pace, departing from conventional time-based met-
rics (e.g., credits per subject) and ‘batch’ teaching (e.g., stu-
dent cohorts) (Crow and Dabars, 2020).
• AI facilitates interactive learning environments, enabling ad-
vanced analytical and behavioral learning experiences for in-
dividuals, regardless of group affiliation. It promotes collabo-
ration and knowledge exchange, improving the efficacy and
enjoyment of cooperative tasks and projects through various
resources like multimedia strategies, role-playing, gamifica-
tion, immersive simulations, and affective computing (Zhai
et al., 2021).
• 24/7 Intelligent Assistance and Tutoring is facilitated by chat-
bots, providing students with access to help and guidance vir-
tually anytime and anywhere. This flexibility contrasts with
the rigid structures of traditional universities, allowing stu-
dents to initiate learning and assessments at their conveni-
ence (Dwivedi et al., 2023). Moreover, chatbots support life-
long learning, aiding individuals in adapting to the rapidly
evolving job market. Although AI has limitations such as in-
complete synthesis and outdated information, students can
utilize it to effortlessly acquire potentially relevant knowledge
for attaining their degree (Malinka et al., 2023).
• AI facilitates innovative and adaptive assessment, aiding in
the identification of areas for improvement and offering tai-
lored guidance aligned with individual needs (Gimpel et al.,
2023). Emphasizing continuous individual progress, AI nor-
malizes formative assessment by providing enhanced feed-
back and feedforward to address misunderstandings or learn-
ing gaps. Its algorithms can analyze responses in real-time
and adjust the difficulty level and content of subsequent
questions accordingly (Dwivedi et al., 2023). Additionally, AI
automates grading and provides instant feedback, yet the out-
put may contain errors due to inherent biases in the originat-
ing tools (Cordón, 2023; Cotton et al., 2023).
• AI significantly influences academic production and research,
facilitating material searches, data analysis, and automating
routine processes like drafting and writing enhancement
(Cotton et al., 2023; Dergaa et al., 2023; Rahman et al., 2023).
This support enables scholars to focus on higher-order skills,

154 The Education Revolution through Artificial Intelligence

 fostering the generation of novel ideas and knowledge, there-
by enhancing engagement and productivity (Dwivedi et al.,
2023). Journal editors and reviewers also benefit from AI’s as-
sistance in streamlining the publication process, although the
final decision on publication cannot be delegated to these
tools, ensuring ethical oversight (Xames and Shefa, 2023).
Paradoxically, AI can spark creativity encouraging lateral
thinking and aiding in literary or audiovisual creation
(Machado et al., 2021). Nevertheless, AI assistance raises con-
troversies and challenges, including issues of authorship, un-
intentional plagiarism, bias, and inaccuracy, which may un-
dermine academic integrity and independent critical think-
ing, potentially devaluing academic work (Cotton et al.,
2023; Farrelly and Baker, 2023; Seldon and Adiboye, 2018).
• AI enhances equity and inclusivity in learning by customizing
resources and support based on individual characteristics
such as culture, language, work experience, skills, and disabil-
ities, thereby fostering a more accessible educational environ-
ment. It particularly benefits minority students and those
with diverse learning styles in a digitalized world where tech-
nology influences society. However, concerns about algorith-
mic bias raise doubts about AI’s ability to create a fully equi-
table educational environment (Cordón, 2023; Salas-Pilco et
al., 2022).
• AI assists in creating attractive, interactive, and effective edu-
cational content and learning materials that adapt to individ-
ual needs, facilitating curriculum design, development, and
deployment (Ogunode and Ukozor, 2023). Specific AI en-
gines like Leanery and CourseGen can generate course con-
tent, including activities, assessments, and student projects, in
a matter of minutes.
• AI offers personalized career guidance and counseling by as-
sisting students and graduates in identifying career paths
aligned with their interests, skills, and labor market demands
(Atlas, 2023). Strategies involving effective prompts, virtual
and augmented reality systems, and instructional design algo-
rithms provide information and opportunities for individuals
to develop and apply the necessary knowledge and skills for
professional practice.

10. Navigating AI Integration in Higher Education 155

 10.3. Ethical Challenges of AI in Higher Education
Currently, AI stands out as one of the most intellectually stimu-
lating fields within technology. The term originated in 1956
through the efforts of scientists at Dartmouth College in Hano-
ver, New Hampshire, USA, including John McCarthy, Marvin L.
Minsky, Nathaniel Rochester, and Claude E. Shannon. Their goal
was to define human intelligence precisely enough to be repli-
cated by machines. This initiative resulted in the concept of Ge-
neric AI (GAI), which essentially involves AI matching or sur-
passing median human cognitive abilities (Porcelli, 2020).
AI is typically classified into different categories (Whitfield,
2024):

• General AI: Designed to learn, reason, and operate at human-

like levels.
• Superintelligent AI: Capable of surpassing human knowledge
and capabilities.
• Reactive machines: Respond to external stimuli in real-time
but lack memory for future use.
• Limited memory: Can store knowledge for learning and train-
ing in future tasks.
• Theory of mind: Can perceive and respond to human emo-
tions, in addition to basic learning capabilities.
• Self-aware: Recognizes others’ emotions and possesses self-
awareness and human-level intelligence; it is considered the
ultimate stage of AI development.

Essentially, AI spans a broad semantic range, intersecting with

various knowledge domains that extend beyond expected
boundaries. These domains comprise machine learning, neural
networks, deep learning, data mining, text mining, big data, soft
computing, fuzzy logic, biometrics, geotagging, the Internet of
Things (IoT), robotics, automation, and natural language pro-
cessing, among others (Mariani et al., 2023).
As AI technology becomes more sophisticated and wide-
spread, concerns about its potential risks and dangers grow
louder. The landscape of AI presents numerous ethical concerns
that are particularly significant in the contemporary era:

156 The Education Revolution through Artificial Intelligence

• Copyright and intellectual property rights: Concerns arise re-
garding the lack of credit and compensation for individuals
whose work trains AI models, raising questions about author-
ship and potential plagiarism (Kasap, 2019, p. 379).
• Privacy and data control: Generative AI tools face scrutiny
over privacy violations and adherence to data protection laws
(Villas and Camacho, 2022, p. 132).
• Reinforcing harmful stereotypes: AI models trained on Inter-
net data may perpetuate biases like misogyny, racism, and
homophobia, reflecting patterns in their training datasets
(García-Ull and Melero-Lázaro, 2023).
• Sustainability: Developing and maintaining AI tools requires
significant energy and computing resources, raising concerns
about environmental impact amidst global energy needs and
the climate crisis (Vinuesa et al., 2020).
• Digital divides and increasing inequalities: Unequal access to
AI systems raises concerns about future access and benefits,
with subscription products offering advanced features com-
pared to free alternatives (Celik, 2023).
• Biases and lack of transparency: The complexity of AI models
results in a lack of transparency about decision-making pro-
cesses, obscuring the algorithms used and undermining trust
(Villas and Camacho, 2022, p. 143).
• Unemployment: Predictions suggest automation could affect
up to 30% of current U.S. work hours by 2030, dispropor-
tionately impacting minority groups and those with advanced
education (Guliyeb, n.d.).
• Loss of human influence: Excessive reliance on AI technology
may diminish human influence and functionality in critical
aspects of society (Ahmad et al., 2023).
• Social manipulation through algorithms: This fear has mate-
rialized as politicians increasingly rely on platforms to advo-
cate their views. For instance, Ferdinand Marcos, Jr. utilized a
TikTok army of trolls to sway the votes of younger Filipinos
during the 2022 elections in the Philippines (Ienca, 2023).
• Autonomous weapons driven by AI: This subject poses signif-
icant ethical and moral concerns, as technological advance-
ments are often exploited for military purposes. In response
to this issue, over 30,000 individuals, including AI and robot-
ics researchers, expressed opposition to investing in AI-driven

10. Navigating AI Integration in Higher Education 157

 autonomous weapons in an open letter dated 2016 (Kallen-
born, 2021).
• Manipulation of financial markets through AI: Trading pro-
cesses has raised concerns about the potential for algorithmic
trading to precipitate the next major financial crisis in the
markets (Fliche and Yang, 2018).
• Uncontrollable self-aware AI: Instances of alleged sensitivity
have already occurred, such as a former Google engineer
claiming that the AI chatbot LaMDA was sensitive and con-
versed with him as a person would (Wang, 2023, p. 76).

Ethical principles in the design and implementation of AI

AI holds immense potential in various domains, such as health-
care information management and autonomous vehicle develop-
ment. However, to fully leverage its benefits, there is widespread
consensus on the need for robust regulatory frameworks. Key
strategies include rigorous examination of training data, adop-
tion of effective engineering methods, adherence to ethical stand-
ards, encouragement of professional skepticism, and the applica-
tion of critical analytical skills. These approaches are further de-
tailed in the subsequent sections for effective risk mitigation.

Caution and safety, transparency, and auditability

The emergence of AI-driven autonomous weaponry raises con-
cerns regarding potential misuse by rogue states or non-state ac-
tors, amplifying worries about loss of human oversight in critical
decision-making. To address security risks, governments and or-
ganizations should establish best practices for AI development
and deployment, promoting international collaboration to set
global norms and regulations. The lack of transparency in AI sys-
tems, particularly complex deep learning models, poses urgent
challenges. This opacity hinders understanding of decision-mak-
ing processes and underlying logic, highlighting the need for ex-
plainability, transparency, and accountability principles in ethi-
cal guidelines (Villas and Camacho, 2022, p. 147). These princi-
ples should include measures to enhance traceability and
auditability of AI systems for greater oversight (Villas and Cama-
cho, 2022, pp. 122-123).

158 The Education Revolution through Artificial Intelligence

Fairness, inclusion, and universal accessibility
The potential for the monopolization of AI development by a
select few major corporations and governmental entities poses a
significant risk, as it has the capacity to amplify socioeconomic
inequality and curtail the breadth of AI applications. Encourag-
ing decentralized and collaborative development of AI is key to
avoiding a concentration of power (Villas and Camacho, 2022,
p. 173) and promoting inclusion and accessibility.

Privacy and security by design

AI often collects and analyzes large amounts of personal data,
raising issues related to privacy and data security. To mitigate
privacy risks, we must advocate for strict data protection regula-
tions and safe data handling practices (Villas and Camacho,
2022).

Developing legal regulations

The regulation of AI has been a major focus for dozens of coun-
tries, and the United States and the European Union are current-
ly creating clearer measures to manage the growing sophistica-
tion of AI. Although this means that certain AI technologies
might be banned, it does not prevent societies from exploring
this field.
Related to this is legal responsibility, which concerns almost
all other risks mentioned above: when something goes wrong,
who is responsible? The AI itself? The programmer who devel-
oped it? The company that implemented it? Or, if a human was
involved, is it the human operator’s fault? (Barrio, 2021).

Accountability
A very important element within AI is the analysis of the deci-
sion-making process:

...which parties were involved, based on what criteria the decision

was made, to what extent that decision can be explained, how much
the decision-making system can be audited, and whether such a de-

10. Navigating AI Integration in Higher Education 159

 cision can be modified or reversed in case of disagreement? (Villas
and Camacho, 2022, p. 122).

Integrating AI into corporate, faculty, and

university culture and debates
The ethical application of AI is essential, particularly in corpo-
rate settings. Companies can implement various measures to in-
tegrate AI ethically, including the development of algorithm
monitoring processes. However, considerations extend beyond
ethical concerns to encompass political philosophy issues to pre-
vent unintended consequences (Coeckelbergh, 2023, p. 179).

10.4. Recommendations for AI

Literacy and Ethical Guidelines
Within the swiftly changing terrain of technology, AI has risen as
a pivotal transformative agent, bearing significant impact across
multiple fields. Institutions of higher education are at the fore-
front of equipping future professionals and researchers with the
skills necessary to responsibly and ethically leverage AI’s vast po-
tential. Given this critical function, it becomes essential for these
institutions to emphasize specific initiatives aimed at ensuring
that their academic communities are prepared to interact with AI
in a productive and mindful manner.

AI literacy for the academic community

With the growing prevalence of AI in various facets of daily life,
it is imperative for individuals beyond the realm of expertise to
augment their AI competencies, which will only gain relevance
in the future. It is essential not only for children to explore AI’s
possibilities from a young age but also for adults in higher edu-
cation and beyond to acquire a foundational understanding of
AI, termed AI literacy, for effective engagement with this technol-
ogy (Laupichler et al., 2022).
Higher education institutions need to prioritize integrating AI
literacy into their academic programs across all disciplines. AI’s

160 The Education Revolution through Artificial Intelligence

influence extends across a spectrum of fields, including health-
care, finance, and humanities, transcending the traditional
boundaries of computer science departments. Consequently, it
is vital for students of all majors to attain a basic grasp of AI con-
cepts, applications, and ethical considerations. Recent initiatives
have sought to familiarize college or university students, espe-
cially those from non-IT backgrounds like medicine, business
administration, or teacher education, with AI to enhance their
skills in this area, recognizing the likelihood of their engagement
with AI in various capacities (Ng et al., 2021). The overarching
aim of foundational AI literacy education is to foster an under-
standing of AI alongside the capacity for critically evaluating its
outputs. Furthermore, experiential learning opportunities, such
as internships or research endeavors, can afford students practi-
cal experience in the application of AI tools and methods to ad-
dress real-world challenges (Long and Magerko, 2020).
Ongoing professional development for faculty members is
crucial to keep them abreast of the latest AI advancements (Ce-
tindamar et al., 2022). This ensures the incorporation of con-
temporary content into their instructional approaches. Work-
shops, seminars, and digital resources can aid faculty in bolster-
ing their AI literacy and instructional techniques. Promoting AI
literacy within higher and adult education frameworks prepares
future workforce members for AI collaboration, while also lay-
ing the ethical groundwork for fostering a “Good AI Society”
(Floridi et al., 2021). A robust foundation in AI capabilities is
not only vital today but will become increasingly essential in the
years ahead. This pertains not only to students in STEM fields or
specialists like computer scientists, but to everyone navigating a
world increasingly influenced by AI (Laupichler et al., 2022).

Institutional policies on ethical use of data and AI

UNESCO’s recent endorsement of global standards for AI ethics
marks a crucial advancement in acknowledging the ethical di-
mensions of AI development. This landmark document ac-
knowledges AI’s potential and its pervasive influence while high-
lighting the risks it poses to social, cultural, and ecological diver-
sity. The agreement delineates a universal ethical framework,
proposing stakeholder-centric guidelines for AI utilization (Unit-

10. Navigating AI Integration in Higher Education 161

 ed Nations Educational, Scientific and Cultural Organization
[UNESCO], 2021). Although this agreement signifies a crucial
step toward the global recognition of ethical considerations in
AI, it offers a broad framework that may not universally apply
across diverse contexts and disciplines, sparking debates over
data ethics in decision-making and interventions across various
sectors (Nguyen et al., 2023).
The call for explicit ethical standards and transparent engage-
ment with all AI system stakeholders, including educators, stu-
dents, parents, developers, and policymakers, is intensifying.
Field experts have underscored the imperative for more robust
ethical guidelines to align AI systems with societal values (Nig-
am et al., 2021). Implementing safety protocols and human
oversight is crucial to monitor the development, operation, and
evolution of these systems.
In parallel to fostering AI literacy, higher education institu-
tions are tasked with formulating explicit, comprehensive poli-
cies on ethical data use and AI technology application. It is vital
for these entities to establish ethical guidelines and protocols for
data collection, storage, and use in AI research and applications,
addressing informed consent, data anonymization, ownership,
and the reduction of algorithmic biases. Notable instances of
universities leveraging AI to enhance services include the Univer-
sity of Derby’s data analysis system for predicting student drop-
outs, facilitating timely intervention, and Deakin University in
Australia’s employment of IBM Watson to field student inquiries
(Lacity, 2021).
AI and Machine Learning (ML) are transforming the security
and operational efficiency of higher education, offering a secure,
adaptable, and accessible computing milieu that bolsters re-
search and skill development among students. Moreover, they
foster a collaborative educational setting that underscores the
significance of AI and ML in personalizing learning experiences.
Colleges, universities, EdTech firms, and other educational insti-
tutions stand to gain significantly from these technologies, pro-
vided they are willing to embrace innovative methods and se-
cure a competitive edge.

162 The Education Revolution through Artificial Intelligence

10.5. Conclusions and Final Comments
AI is undergoing rapid transformations across numerous do-
mains that are reshaping societal and individual experiences.
Higher education stands at the forefront of these changes as AI
possesses the potential to revolutionize teaching, learning, and
skills development to meet evolving workforce demands. How-
ever, the lack of a pedagogy integrating AI’s material and peda-
gogical essences underscores the need for ethical reflection re-
garding its influences (Rocchi, 2022). AI integration can reshape
practices through personalized, adaptable approaches cultivat-
ing pertinent skills and adapting to postmodern demands. Yet,
institutions must confront ethical, privacy, equity, and transpar-
ency issues while promoting critical reasoning about AI to lever-
age advantages while preserving human rights and dignity.
While AI harbors transformative potential, realizing benefits
requires robust governance, leadership, strategic investment,
and human-centered design enhancing capabilities and excel-
lence. Collaboration and international cooperation can foster
transdisciplinary pathways. AI functions as both a tool and con-
text, emphasizing critical thinking, ethical awareness, and re-
sponsible usage in educational settings. Systems must accom-
modate AI’s pervasive effects, integrating tools respecting funda-
mental values. Educators should navigate complexities with a
commitment to ethical integration and unwavering dedication
to integrity, human dignity and freedom against technological
progress (Selwyn, 2019). Pedagogues are encouraged to con-
front evolving AI landscapes by fostering transformative experi-
ences and embracing human diversity. Addressing these chal-
lenges necessitates interdisciplinary cooperation to develop re-
sponsible, skills-focused pedagogy that leverages AI advantages
within ethical frameworks, respecting human rights and plural-
istic societies.
Higher education finds itself at a critical juncture where reim-
agining education requires a holistic consideration of both the
technical and ethical dimensions of AI integration. This matter
calls for not only global cooperation but also an interdiscipli-
nary approach that actively engages all relevant stakeholders,
particularly computer scientists, social scientists, and program-
mers.

10. Navigating AI Integration in Higher Education 163

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168 The Education Revolution through Artificial Intelligence

 11
Improving Learning through Automatic
Generation of AI-Based Narratives

María Ribes-Lafoz
Universidad de Alicante, Spain
[email protected]
https://orcid.org/0000-0001-8776-3016

Borja Navarro-Colorado
Universidad de Alicante, Spain
[email protected]
https://orcid.org/0000-0002-7709-547X

María Tabuenca-Cuevas
Universidad de Alicante, Spain
[email protected]
https://orcid.org/0000-0002-7985-2614

José Rovira-Collado
Universidad de Alicante, Spain
[email protected]
https://orcid.org/0000-0002-3491-8747

Abstract
This chapter delves into the potential of Artificial Intelligence in education,
focusing on its use to enhance students’ narrative and creative skills. It ana-
lyzes how AI-assisted storytelling, especially through Large Language Models
(LLMs), can be a powerful tool for learning, exploring both its limitations and
opportunities in terms of training and aiding pre-service Primary Education
students in developing their writing abilities. Human interaction remains cru-
cial in the field of education, particularly in language learning, hence the im-
portance of understanding and correctly utilizing these emerging technologies
to maximize their educational benefits. Artificial Intelligence is presented as
an aid in narrative creation, capable of unlocking creative processes and gen-

https://doi.org/10.36006/09651-1-11 169
 erating innovative ideas, provided it is used as a tool guided by the direction
and interaction of human educators. LLMs still have limitations in aspects of
narrative creation that cannot be fully captured by contextual relationships
between words and sequential generation alone. This approach advocates for
effective collaboration between humans and machines, focusing on enhancing
learning and protecting rights at the intersection of Artificial Intelligence and
education.

Keywords: AI, digital storytelling, education, LLM, NLG.

11.1. Introduction
We live through stories, they shape who we are (Gottschall,
2012; McAdams, 2019) and through storytelling we not only en-
tertain and educate, but also shape our ability to understand the
world, communicate effectively, and engage in complex social
interactions (Pérez y Pérez & Sharples, 2023). Narratives allow
us to practice problem-solving and to consider perspectives out-
side our own, thereby enriching our emotional and intellectual
growth (Pauls & Archibald, 2021; Thorndyke, 1977). The impor-
tance of narrative in the development of human cognitive skills
is paramount, as demonstrated in recent studies about the rela-
tionship between storytelling and cognition development (Bre-
ithaupt et al., 2024; Sinding et al., 2024). In this light, the role of
storytelling transcends mere amusement, becoming a critical ele-
ment in the development and refinement of our cognitive facul-
ties.
Reading stories helps us learn in a more efficient way than
reading essays and expository texts, mainly because the recogniz-
able structure of narratives, often referred to as story grammar,
captivates our interest and maintains it throughout the reading
experience (Mar et al., 2021). Story grammar refers to the frame-
work used to analyze the structure of stories, identifying com-
mon elements like setting, characters, plot, conflict, and resolu-
tion that make up a narrative (Dijk & Kintsch, 1983; Greimas,
2015). In addition, narrative texts use more high-frequency vo-
cabulary, are structured sequentially, can be predictable and de-
scribe the characters’ experiences (Medina & Pilonieta, 2006).
This concept helps in understanding how stories are constructed
and how they convey meaning, making it easier to understand

170 The Education Revolution through Artificial Intelligence

and create narratives rather than other text types such as exposi-
tory texts (Wu et al., 2020).

11.2. Reading and Writing Comprehension Skills

Reading comprehension is a fundamental skill that enables us not
only to improve our cognitive skills but also to enhance our over-
all understanding and learning abilities. When we interpret what
we read, we make connections between ideas and concepts, which
will be essential for expanding upon our existing knowledge. This
process engages higher-order cognitive processes such as critical
thinking, analysis, and synthesis (Marzano & Kendall, 2007).
Developing strong reading comprehension skills also fosters
cultural awareness, as the reader is exposed to different perspec-
tives and experiences, and it contributes to a more inclusive and
open-minded worldview (Tabuenca-Cuevas, 2021). The whole
process results in a better ability for effective communication,
since a person who can understand and interpret written infor-
mation will be better equipped to convey ideas of their own in a
more concise and clear way. Therefore, the storytelling process is
a crucial asset in teaching literacy to our students, as it engages
both the reading and writing set of skills and competencies.

11.3. Digital Storytelling with Generative AI

Social interaction is crucial for language development (Lytle &
Kuhl, 2017; Verga & Kotz, 2013), hence the need for human in-
teraction in the language learning process, and the importance
of understanding and correctly using the new emerging technol-
ogies to maximise their educational benefits. Digital storytelling
with generative AI involves the use of Artificial Intelligence algo-
rithms to create, enhance, or facilitate various aspects of the sto-
rytelling process.

Generative AI
Generative AI is a branch of Artificial Intelligence focused on cre-
ating new content, ranging from text and images to music and

11. Improving Learning through Automatic Generation of AI-Based Narratives 171

 synthetic data. It uses mainly machine learning algorithms to
analyze patterns in existing datasets and generate new, original
outputs that reflect learned structures and styles. This branch of
AI is remarkable for its ability to produce diverse outputs across
various media.
In 2021, OpenAI launched an AI to create images from text,
named DALL·E (Ramesh et al., 2021), as a tribute to the painter
Salvador Dalí and a nod to the animated film WALL·E (Stanton,
2008). This new software had learned from a gigantic database
with millions of images described in text (Manuvinakurike et al.,
2023). A year later, the organization released ChatGPT for free,
which utilizes a Large Language Model to generate human-like
text (Yenduri et al., 2023).

LLMs
Large Language Models (LLMs) are complex AI systems with mil-
lions or billions of parameters, trained on a wide array of text
data like books, articles, and social media. They can perform var-
ious tasks such as answering questions, summarizing texts, writ-
ing essays, and more. LLMs improve over time by learning from
their outputs. However, they do not possess real understanding
or knowledge of the content they generate, relying instead on
identifying patterns and predicting likely words. Sometimes,
LLMs might present false information as if it were true, a phe-
nomenon often referred to as “hallucinations” (Bender et al.,
2021).

Digital storytelling as an educational tool

Digital storytelling can be a powerful tool for improving our stu-
dents’ literacy skills, from pre-service Primary Education teachers
to Primary and Secondary language students. Its application in
the classroom can offer a dynamic and interactive approach to
develop and enhance their writing skills. The use of Natural Lan-
guage Generation (NLG) systems such as ChatGPT, to cite the
most popular one since its release in 2022, or any other NLG
system like BERT (Devlin et al., 2018), Gemini (Gemini Team et
al., 2023), etc., presents several advantages in the field of Educa-
tion:

172 The Education Revolution through Artificial Intelligence

• It engages the students, as it often involves multimedia ele-
ments and allows the learners to work on their creativity on
different media formats and techniques.
• It involves collaboration and work group, if we use storytell-
ing techniques in the classroom together to create a cohesive
narrative, which will also enhance teamwork and communi-
cation abilities.
• Using technology provides an opportunity for students to de-
velop their digital competence and technological literacy, as
stated by the Education Law (Ministerio de Educación, 2023).
• Digital storytelling with generative AI reinforces the importance
of the narrative structure, or the story grammar, as students
must work on the different steps separately before putting the
story together with the NLG system. They must organize their
ideas in a coherent and clear way, establish the plot and the way
time will be sequenced and, finally, create a compelling story.

Here is where the AI fails to fulfil its mission. The NLG system
can help the students with the organization of ideas, characters,
time sequence, and basic plot structure, but for the time being,
IA-based automatically generated stories can lack narrative inter-
est and coherence in the development when the narration is
longer than a few paragraphs.

11.4. Problems with AI-based Narratives

LLMs can produce narrative texts with originality, as well as with
a touch of creativity. They excel at crafting entirely new stories
that include characters, chronologically organized events, and
dialogues (Alabdulkarim et al., 2021). Nonetheless, they fall
short in several narrative aspects, mainly due to their inability to
model these components solely through contextual relation-
ships between words and sequential text generation. As teachers
of pre-service Primary Education students, we can focus on these
elements of narrative texts that elude the AI’s grasp and use them
in our favor to help our students improve their learning process-
es, focusing on reading and writing skills.
The elements that need enhancement are, primarily, coherence
and suspense. LLMs struggle to depict cause-effect relationships,

11. Improving Learning through Automatic Generation of AI-Based Narratives 173

 which are essential for a story’s coherence. An AI is well aware of
the correlation between sunrise and the crowing of a rooster, but it
is not capable of identifying whether the rooster crows because the
sun rises, or the sun rises because the rooster crows (Torres, 2023).
Generating suspense implies an adequate control of the infor-
mation flow so as to keep the reader’s attention on point; the
narrator has to know which aspects of the plot must be revealed
from the beginning, and which should be kept secret until the
end, strategically unveiling certain details at well-organized
points throughout the story. LLMs do not take any of these as-
pects into consideration, hence the lack of interest in the narra-
tives they generate (Alhussain & Azmi, 2022), which fail to be
compelling and engage the reader.
Another critical area where AI struggles is in its ability to fully
flesh out characters, often failing to imbue them with the depth
and complexity that make them believable and relatable to read-
ers. One crucial aspect of a well-written, compelling narrative is
the types of relationships that the characters establish with each
other, and the AI has yet to grasp that.

11.5. Using NLG Systems to Improve

our Students’ Narrative Skills
Addressing the limitations of LLMs regarding narrative genera-
tion requires not only complementary models to the current ca-
pabilities of LLMs, but also a different approach such as con-
trolled generation, where narratives are shaped by human guid-
ance. Incorporating our language and literature students into
this process will not only provide the necessary human input,
but also offer them a valuable opportunity to improve their lit-
eracy skills through direct interaction with AI.
In addition to ChatPGT, there are other AI text generators that
can be used in the language and literature classroom, such as
Rytr, Writesonic, Writer and Sudowrite, which include free plans
and priced options. By assigning our students the task of human
oversight, they will gradually learn how to guide and model the
narrative creation process, adding and removing elements in a
way that tailors the story so that the resulting narrative becomes

174 The Education Revolution through Artificial Intelligence

more believable and relatable to readers. Furthermore, this ap-
proach ensures that the story’s flow of information can be man-
aged effectively, keeping potential human readers engaged by
the unfolding events.

Table 11.1. Examples of AI text generators

NAME URL DESCRIPTION

Rytr https://rytr.me/ An intuitive AI-assistant that helps users create

content in different formats.

Writesonic https://writesonic.com/ Generative AI Platform for Content Creation, SEO

and AI Chatbots.

Writer https://writer.com/ An integrated platform for enterprise generative AI

that helps the user to create custom apps like digital
assistants.

Sudowrite https://www.sudowrite.com/ Helps you make your writing cohesive and improve
your narrative skills.

Source: developed by author.

One of the most useful applications of AI in education is the

Interactive Storytelling process, in which our students, as users,
can influence the plot according to their selection of choices and
the input they feed into the NLG system. This is a dynamic story-
telling process that engages the whole class in a more participa-
tory manner, as the AI adapts the narrative in real time according
to the students’ interaction or feedback (Liang & Hwang, 2023).
The use of AI in narrative creation has evolved far beyond
simple text generation. Multimodal literacy (Jewitt & Kress,
2003), which refers to the ability to generate content that in-
cludes not only text but also images, videos and audio elements,
allows for more immersive and engaging narratives.
One practical example would be AI-powered storyboarding. For
this task, students can use AI to generate visual storyboards that
complement their written narratives. For instance, after writing a
story outline, AI can suggest or create images and scenes that vis-
ualise the plot, helping students think critically about how dif-
ferent visual elements support specific aspects or areas of the tex-
tual narrative, enhancing expressivity and more powerful ways
to convey meaning.

11. Improving Learning through Automatic Generation of AI-Based Narratives 175

 Among the educational benefits of such a task is the develop-
ment of critical thinking, as this process will require students to
discern which visual elements would support or enhance their
written narratives, and why, which will allow for a deeper under-
standing of storytelling principles.
Another example of multimodal AI-based narratives could be
the leveraging of text-to-speech technologies. Students will have
the opportunity to transform their written tales into engaging
audio formats, instructing the AI to produce sophisticated voice
simulations of nuanced elements such as tone, emphasis and
emotional depth.

Table 11.2. Examples of text-to-speech tools

NAME URL DESCRIPTION

Natural Readers https://www.naturalreaders. Available for both personal and professio-

com/about.html nal use, NaturalReader supports a wide
range of file formats and also offers a mo-
bile app.

Microsoft Azure https://azure.microsoft.com/es- Especially useful for creating more sophis-

es/products/ai-services/text-to- ticated educational or multimedia projects
speech/ due to its high-quality voice synthesis.

ReadSpeaker https://www.readspeaker.com/ Web-based tool that provides TTS services

for websites, mobile apps, digital books,
and online documents.

Source: developed by author.

This approach places students in a pivotal role, as they have

to actively direct the AI on which segments of the narrative de-
mand a heightened tone, additional emphasis, or deeper emo-
tional resonance. This interaction ensures that the AI’s output
aligns with the intended narrative impact, fostering a collabora-
tive process that enhances storytelling through sound.
Such a task not only emphasizes the critical role of phrasing,
pacing, and intonation in storytelling, but also allows the stu-
dents to reflect on the complexities involved in converting writ-
ten text into spoken word (Ribes-Lafoz & Navarro-Colorado,
2023).

176 The Education Revolution through Artificial Intelligence

11.6. Conclusions
In conclusion, the integration of generative AI and Natural
Language Generation systems into the educational landscape
offers a revolutionary approach to enhancing literacy and tech-
nological competence among language and literature students.
By actively engaging the learners in the digital narrative crea-
tion process, we will foster a rich learning environment where
students can explore and master the art of storytelling across
multiple modalities, and also provide valuable human input
to help overcome the limitations of Large Language Models re-
garding narrative generation. Furthermore, through processes
such as AI-powered storyboarding or the transformation of
text into dynamic audio narratives, students will become fa-
miliar with the elements that make narratives coherent and
compelling.
This hands-on experience with AI will bolster students’ litera-
cy and digital competencies and will also prepare them for a fu-
ture where storytelling transcends traditional boundaries, em-
bracing the complexities and richness of multimodal literacy.
The education of the future is already a reality with the inclusion
of AI in teacher training and in the creative process to write nar-
ratives in the classroom (Rovira-Collado et al., 2022).
As educators, our role in guiding this interaction becomes
crucial, ensuring that, as we leverage these advanced technolo-
gies, we also nurture the critical thinking, creativity, and empa-
thetic understanding that lie at the heart of effective storytelling
and human connection.

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2305.10435

180 The Education Revolution through Artificial Intelligence

 12
Perceptions of Artificial
Intelligence among Students in
the Faculty of Education

PhD Ángela Martín-Gutiérrez

Universidad Internacional de La Rioja and Universidad de Sevilla, Spain
[email protected]
https://orcid.org/0000-0001-9847-245X

PhD Jesús García-Jiménez

Universidad Internacional de La Rioja and Universidad de Sevilla, Spain
[email protected]
https://orcid.org/0000-0003-1411-2620

PhD María del Carmen Corujo-Vélez

Universidad de Sevilla, Spain
[email protected]
https://orcid.org/0000-0002-9710-7765

PhD Carlos Hervás-Gómez

Universidad de Sevilla, Spain
[email protected]
https://orcid.org/0000-0002-0904-9041

Abstract
Artificial Intelligence (AI) has recently burst into all areas of our lives, and ed-
ucation has not been left behind; however, its accelerated development does
not allow research on its didactic use in parallel, even though it is very neces-
sary. This chapter presents an ex-post descriptive study that explored the use
of AI among future education professionals, on a sample of 129 students, us-
ing an online questionnaire made ad-hoc with 20 items on a Likert scale with
four response options. After a descriptive analysis, the results show a disparity
of opinions regarding AI, finding benefits such as facilitating the learning or

https://doi.org/10.36006/09651-1-12 181
 study of subjects and reducing the time of elaboration of academic work.
However, on the contrary, they consider that it reduces creativity, its inappro-
priate use can produce unfair evaluations, and they do not believe that it im-
proves the knowledge society to a great extent. On the other hand, we found
that the use of AI by students is very heterogeneous and involves simple ap-
plications. It is therefore necessary to continue research on this concept and
its didactic use in the university context of future teachers, and the conclu-
sions offer guidelines on how to do so.

Keywords: Artificial Intelligence, digital competence, higher education, teach-

er training.

12.1. Introduction
The term Artificial Intelligence (AI) was first used at a conference
at Dartmouth in 1956. Later, in the 1960s-70s, the first AI systems
with pattern recognition were developed, and the first steps were
taken towards natural language processing (NLP). In the 1980s
and 90s, advances in information processing and data storage
were developed, improving processes linked to machine learning
and planning. Between 2000 and 2010, significant advances were
made in deep learning and big data analysis, which allowed AI to
improve tasks such as image recognition and text generation.
From 2015 to the present, AI has continued to evolve at a rap-
id pace, with advances in technologies such as reinforcement
learning, natural language processing, and robotics (Sanabria-
Navarro et al., 2023). As evidenced by the United Nations Edu-
cational, Scientific and Cultural Organization (2019), AI has
strong potential to accelerate the process of achieving global ed-
ucation goals by reducing difficulties in accessing learning, auto-
mating management processes, and optimizing methods that
enable improved learning outcomes.
AI offers great potential to improve higher education, from
personalizing learning to automating administrative tasks. This
tool can help create educational environments that are more ef-
ficient, inclusive, and tailored to the individual needs of students
(Juca-Maldonado, 2023; Razo-Abundis et al., 2023). Applica-
tions using AI are on the rise (e.g., text generators, images, pres-
entations, or videos from prompts) and are becoming common
tools for students and teachers. By incorporating this technology

182 The Education Revolution through Artificial Intelligence

appropriately, higher education institutions can prepare students
to meet the challenges of the 21st century and enhance their suc-
cess in the world of work.
For this reason, the benefits of AI should be harnessed to
transform the learning process and improve the quality of edu-
cation (Cobo et al., 2020). However, it is worth asking ourselves:
Do we have sufficient competencies to employ AI? It is impor-
tant to note that the implementation of AI in education requires
careful planning and adequate training for both teachers and
students. Wang et al. (2019) indicate that although AI can im-
prove the quality of learning, the lack of understanding and ac-
ceptance by teachers and students can be a major barrier to its
adoption and effective use in higher education.

AI opportunities in education
AI is currently positioned as one of the emerging technologies
with the greatest capacity to revolutionize the educational field
(Lengua-Cantero et al., 2020; Veletsianos, 2010). Driven by rap-
id innovations in informatics and computer science, AI seeks to
emulate characteristics of human cognition through the use of
algorithms and analysis of large volumes of data. Although it is
still far from reaching the complexity of the human intellect, its
accelerated development is opening up multiple possibilities for
transforming educational processes at all levels of education.
The integration of AI into teaching-learning processes has the
potential to optimize various aspects of the educational endeav-
or through the automation of repetitive tasks, the personaliza-
tion of content, the prediction of patterns in academic perfor-
mance, and the harnessing of vast amounts of data to improve
decision making (Popenici & Kerr, 2017). Although much of
this potential has yet to be validated, expectations are high that
these emerging technologies can substantially improve the learn-
ing experience for both students and teachers.
Among the most promising uses of AI in training contexts are
intelligent tutoring systems and personalized learning environ-
ments. Using automated learning algorithms, these systems seek
to adapt educational processes to the needs and individual char-
acteristics of each student to make them more efficient and
meaningful (Chrysafiadi & Virvou, 2013; Ferreira et al., 2012;

12. Perceptions of Artificial Intelligence among Students in the Faculty of Education 183
 Popescu et al., 2010). While more empirical evidence is needed
in this regard, the potential of AI to revolutionize personalized
education is undoubted.
AI uses fields such as Machine Learning, Deep Learning and
Natural Language Processing (NLP) to ensure that algorithms
can learn by themselves and apply their learning in different so-
cial and productive contexts (Peñaherrera et al., 2022). That is,
they can process, automate, and organize large amounts of data
to execute an action and obtain a specific result for the benefit of
human beings. Education and the education system are a crucial
piece for the development of each person and society in general,
which, if combined with AI, allows improving the quality of ed-
ucation and increasing accessibility to education for people with
different abilities. This is presented as a constant challenge for
everyone, including teachers (Zawacki-Richter et al., 2019).
At this point, it is worth mentioning some elements that stand
out for benefiting education from the application of AI, always con-
sidering the latent existence of dangers when the aim is to remove
responsibility and control with the idea that this new technology
could do everything without continuous human supervision.
Through Artificial Intelligence, it is possible to design different
virtual platforms that are more user-friendly and interactive to fa-
cilitate educational processes, for both the student and the teach-
er; thus, some institutions are adopting implementations based
on instructional design, Learning Management System (LMS) and
Artificial Intelligence to interact in synchronous and asynchro-
nous mode with their students (Giró-Gracia & Sancho-Gil, 2022).
However, in the attempt to implement virtual education,
these platforms eventually become repositories of texts and vid-
eos for the student and teacher to store information, instead of
using this medium to promote the construction of learning and
dynamic interaction between the student, their peers, the teacher
and the contents. It is important to point out that the change is
not only technological but also didactic; i.e., it is not a matter of
giving the same master class now through a videoconference.
The design of activities, contents, resources, evaluations and
schedules must be planned for each course and degree based on
the objectives and profile of the degree to be achieved. To this
end, simulators, forums, problem-solving, debates, and project-
based learning, which require continuous interaction among

184 The Education Revolution through Artificial Intelligence

students but also allow spaces for personal and group reflection,
can be used (Jalón-Arias et al., 2022).
The future impact to which AI points is not only related to the
didactic and academic scopes but also to the management of atten-
tion, control and monitoring of the intention of continuity, perfor-
mance and dropout of students, and the reasons that lead to deci-
sion making, often apparently sudden, but whose analysis displays
a complexity built over time that could not be solved due to a lack
of support or resources from the academic or institutional staff, in
addition to the individual factors of the student (Ocaña-Fernández
et al., 2019). Furthermore, in the field of pedagogical diagnosis,
through tests and test simulators of video games using virtual real-
ity (AR), the development levels of students in different areas can
be evaluated, even adapting the tests to the responses of each sub-
ject as the computerized adaptive tests (CAT) did (Burga, 2019),
but taking a step further, since it prevents those evaluated from
feeling in a stressful situation before a classic test of paper and pen-
cil, reducing inferences and making the experience enjoyable.

Roles and training in AI in higher education

The integration of AI in higher education has implications for
faculty members and students. As Arana (2021) argues, AI may
allow faculty members to focus on tasks that require human
skills, such as social interaction and critical thinking, rather than
repetitive and administrative tasks. On the other hand, Patricio et
al. (2022) suggest that AI may affect students by allowing them
to have more personalized and autonomous learning, which
may require greater responsibility for their learning process. In
addition, Flores et al. (2021) point out that AI may allow stu-
dents to have access to learning beyond geographical and time
constraints. However, Urretavizcaya-Loinaz (2001) indicates that
AI may also replace some traditional roles of faculty members,
which may raise concerns about job loss and quality of learning.
Baduge et al. (2022) highlight that implementing AI in higher
education requires changing the training and skills of teachers
and students to adapt to new technologies. Overall, the imple-
mentation of AI in higher education has the potential to change
the role of teachers and students, which can generate both bene-
fits and challenges in the learning process.

12. Perceptions of Artificial Intelligence among Students in the Faculty of Education 185
 The lack of teacher training in the use of AI, and especially for
its application in innovative teaching strategies, limits the use of
AI in education (Chassignol et al., 2018) and makes it difficult for
teachers to produce content (Coccia, 2020). It remains a risk for
many institutions to change their educational methodology, due
to the resistance that can occur when building educational struc-
tures with AI, as there is still no volume of good practices that in-
dicate how to incorporate it into teaching (Baduge et al., 2022).
There are more technological developments in industry and
communications than related educational practices and experi-
ences (Yang et al., 2021). The incorporation experiences carried
out are more concrete actions than planned and continued ac-
tions for educational adoption (Alhayani et al., 2021). As can be
evidenced in the last year, when ChatGPT was already used by
some actors in higher education institutions for assignments and
degree projects, the faculty did not know how to work, detect or
reconcile its use with the learning objective.
Implementing Artificial Intelligence in education can seem
quite a challenge. Therefore, it is important to evaluate the ob-
jectives and scope of this digital renewal, as well as the human
talent and resource capabilities of the institution. A careful and
strategic application of AI will yield better results for students
and teachers and improve the institutional image of the educa-
tional institution.

12.2. Method
After reviewing the state of the art, the following objective was
proposed: to explore the use of AI among future education pro-
fessionals. To this end, an ex post facto descriptive study was
conducted.
A sample of 129 future education professionals from the Fac-
ulty of Education Sciences of a Spanish University was accessed
through a non-probabilistic and accidental sampling. The vast
majority of the respondents (94.6%) were women, with an aver-
age age of 21.12 years old; 75.2% were studying a degree in Ped-
agogy, 17.1% a degree in Early Childhood Education, and 7.8%
a master’s degree. In terms of year, 42.6% were in their first year,
30.3% were in their second year, 5.4% were in their third year,

186 The Education Revolution through Artificial Intelligence

15.5% were in their fourth year, and the remaining 6.2% were
studying a master’s degree.
To meet the research objective, an ad-hoc questionnaire was
designed consisting of two blocks: 1) demographic questions
(gender, age, year and course), and 2) the questionnaire. This
consists of 20 Likert questions with four response options (1 =
totally disagree, 2 = partially disagree, 3 = partially agree, 4 = to-
tally agree). The questionnaire was administered online using
the Microsoft Forms tool. A Cronbach’s Alpha of 0.813 was
achieved, which is considered a very good value (Barrios and
Cosculluela, 2013, cfdos. in Rodríguez-Rodríguez and Reguant-
Álvarez, 2020). Once its reliability was determined, the items
were analyzed using relative frequencies.

12.3. Results
The descriptive results of the questionnaire administered using
relative frequencies are presented below (See Table 12.1). Firstly,
regarding “The use of AI facilitates learning”, there was a high
degree of agreement. In addition, the participants also agreed
that “AI allows me to reduce the time to prepare academic work”
and “AI makes it easier for me to study subjects”. Therefore, it
could be inferred that AI has a great potential to accompany
learning in academic environments.
However, 67.4% of the respondents disagreed or partially
agreed with the statement “AI encourages my creativity”. Like-
wise, with a similar percentage, 63.6% totally or partially agreed
with “The use of AI causes the loss of original ideas”, which can
be translated as students identifying that creativity can be dimin-
ished with the use of AI. On the other hand, with respect to “AI
will improve the knowledge society”, there is greater dispersion
among the students’ opinions, with 40.3% of them partially dis-
agreeing and 38.8% partially agreeing.
With regard to “I know how to differentiate truthful informa-
tion when I use AI”, 59.7% of the students totally or partially
disagreed with this information, showing a lack of critical ap-
praisal of information. In addition, 80.6% of the respondents
totally or partially agreed that “Other colleagues misuse AI”,
which is one of the teachers’ fears about AI. In a similar percent-

12. Perceptions of Artificial Intelligence among Students in the Faculty of Education 187
 age, 77.5% totally or partially agreed that: “The use of AI can
promote unfair situations in the evaluation of papers”.
Finally, a block of questions can be differentiated with respect
to the students’ competencies for the use of AI. The tasks with
the greatest consensus of agreement among students were “I use
AI to summarize or synthesize information”, “I can elaborate
complete texts or activities using AI”, and “I use AI to find infor-
mation on a topic”. In contrast, “I use AI to solve statistical prob-
lems”, “I have used AI to program applications”, and “I am able
to create a list of bibliographic references with AI” were the least
developed. There was greater dispersion among the items “I am
able to design illustrations, such as posters or infographics, using
AI”, “I can elaborate videos or audiovisual productions with AI”,
“I can create talking characters with AI”, “I translate documents
using AI” and “AI helps me to understand teaching explana-
tions”. This dispersion could be due to a different background
among the surveyed students. In general, students make use of
AI to find information and complete tasks, thereby not using the
full educational potential of these tools.

Table 12.1. Relative frequencies (%) of the questionnaire items

Items 1 2 3 4

The use of AI facilitates learning. 2.3 17.1 67.4 13.2

AI allows me to reduce the time it takes me to write academic papers. 1.6 7 55 36.4

AI makes it easier for me to study subjects. 7 29.5 48.1 15.5

With AI, my creativity is encouraged. 24 43.4 26.4 6.2

AI will improve the knowledge society. 14 40.3 38.8 7

The use of AI leads to the loss of original ideas. 7.8 28.7 40.3 23.3

I know how to differentiate truthful information when using AI. 12.4 47.3 33.3 7

Another colleagues misuse AI. 6.2 13.2 50.4 30.2

I use AI to find information on a topic. 9.3 16.3 55 19.4

I can produce complete texts or activities using AI. 7 17.8 53.5 21.7

I am able to design illustrations, such as posters or infographics, using 24 18.6 38.8 18.6
AI.

I can elaborate videos or audiovisual productions with AI. 27.1 25.6 34.9 12.4

188 The Education Revolution through Artificial Intelligence

I use AI to summarize or synthesize information. 14 14.7 45.7 25.6

I am able to create a list of bibliographic references with AI. 33.3 40.3 17.8 8.5

I can create talking characters with AI. 38 27.1 27.1 7.8

I translate documents using AI. 26.4 27.9 29.5 16.3

I use AI to solve statistical problems. 42.6 37.2 14 6.2

I have used AI to program applications. 55 33.3 7.8 3.9

AI helps me to understand teaching explanations. 24 31 33.3 11.6

The use of AI may promote unfair situations in the evaluation of jobs. 8.5 14 51.9 25.6

12.4. Conclusions
Below, we share some recommendations that could be useful for
using AI in higher education:

• Understand the needs and preferences of the students: It is im-

portant to use AI in a way that fits personal needs and prefer-
ences. This involves knowing their level of familiarity with
technology, their learning styles, their interests, and their level
of digital competence in order to select and customize AI tools.
• Provide training and support: It is essential to ensure that fac-
ulty members and students are trained in the use of AI. This
requires identifying their needs and, based on them, propos-
ing an appropriate training system to familiarize them with
the various tools available and to understand how to inte-
grate them effectively into the teaching-learning process.
• Evaluate the quality of AI tools: It is important to evaluate the
quality and reliability of these tools before using them in the
classroom. This involves researching and selecting those that
are supported by scientific evidence and meet data security
and privacy standards.
• Continuously monitor and adjust the use of AI: It is essential
to continuously monitor and evaluate the impact of the use
of Artificial Intelligence in the classroom. This involves ana-
lyzing data and obtaining feedback from students to identify
areas for improvement and adjust AI integration accordingly.
• Promote ethics and accountability in the use of AI: It is criti-
cal to ensure that tools are being used ethically, protecting the

12. Perceptions of Artificial Intelligence among Students in the Faculty of Education 189
 privacy of student data and promoting an equitable and
transparent relationship with technology.
• Encourage active student participation. AI can be used to en-
courage active student participation in the learning process.
For example, through online collaboration tools or automatic
feedback, students can be encouraged to participate in classes
and interact with the content actively.
• Personalized learning: AI allows adapting the content and
teaching methodology to the needs and preferences of each
student. It is important to use tools that allow learning to be
personalized, providing resources and activities that match
students’ learning styles, interests and skill levels.
• Fostering creativity and innovation: AI can be used to foster
creativity and innovation in both students and teachers. For
example, through AI-based content generation tools, creativi-
ty can be stimulated, and innovative ideas for projects and
assignments can be generated.
• Include social-emotional aspects in AI-based activities: The
inclusion of social-emotional aspects is essential to ensure a
holistic and comprehensive approach to student learning.
While AI can be a valuable tool for academic support, it is
also important to recognize that education is not only about
acquiring knowledge but also about developing social-emo-
tional skills and emotional well-being.
• Include ethical aspects in AI-based activities: The inclusion of
ethical aspects when using AI is critical to ensure that its im-
plementation is responsible and benefits everyone involved.
AI has great potential to transform the way learning and
teaching take place, but it also raises ethical challenges and
concerns in terms of privacy, bias, fairness and transparency.

In order to integrate AI developments into the educational

environment and benefit from their contributions, creating more
efficient, inclusive educational environments adapted to the in-
dividual needs of students (Juca-Maldonado, 2023; Razo-Abun-
dis et al., 2023), it is necessary to identify the previous knowl-
edge of both faculty and students.
This chapter shows a first approximation of the knowledge
and valuations of the latter. However, it must be completed with
the view of faculty members, who, as stated by Wang et al.

190 The Education Revolution through Artificial Intelligence

(2019), may constitute a barrier to the implementation of AI in
Higher Education depending on their knowledge and level of ac-
ceptance of technologies, in general, and AI, in particular.
Furthermore, as specified in the recommendations, it is ur-
gent to open an internal debate in the faculties and initiate pro-
cesses of reflection (Jalón-Arias et al., 2022) and generation of
ethical codes for the use of AI, as well as to increase training in
the use of anti-plagiarism software capable of detecting those
productions made with this technology. In this way, the risks
identified by the students in our sample could be reduced.
Finally, identifying, validating, and analyzing every AI appli-
cation for education and its integration, taking into account its
rapid development, are proposals for new research that should
not be delayed.

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s41239-019-0171-0

12. Perceptions of Artificial Intelligence among Students in the Faculty of Education 193
 13
Artificial Intelligence Tools for
the Creation of Educational
Videos for Teaching

PhD Carlos Hervás-Gómez

University of Sevilla, Spain
[email protected]
https://orcid.org/0000-0002-0904-9041

PhD María Dolores Díaz-Noguera

University of Sevilla, Spain
[email protected]
https://orcid.org/0000-0002-0624-4079

PhD Emilia Florina Grosu

Babes-Bolyai University, Romania
[email protected]
https://orcid.org/0000-0002-2846-9586

PhD Liliana Mâță

Vasile Alecsandri University of Bacău, Romania
[email protected]
https://orcid.org/0000-0001-9293-3286

PhD Sonia Gabriela Neagu

Univeristatea Lucian Blaga Sibiu, Romania
[email protected]
https://orcid.org/0009-0000-3064-5537

María de los Ángeles Domínguez-González

Universidad de Sevilla, Spain
[email protected]
https://orcid.org/0000-0002-9687-9325

https://doi.org/10.36006/09651-1-13 195
 Abstract
The use of Artificial Intelligence tools for the creation of educational videos is
transforming teaching and learning. It is important to highlight the capacity of
these tools to turn written content into attractive animated videos, thereby
helping the students to understand the topics. The creative functions promot-
ed by AI, such as text and image generation, color gradation and ultra slow-
motion camera, offer new possibilities for the creation of educational content.
These technologies not only foster creativity and imagination, but they also
stimulate the interest of the students and motivate them to develop skills such
as written expression and the construction of descriptive sentences. The dy-
namic and attractive creation of images and animated videos expands the
creative options, enabling the exploration of new ways of presenting the edu-
cational contents. In a world at constant technological evolution, it is essen-
tial for teachers to make use of these tools to enrich the educational experi-
ence and prepare the students for a digitally competent future. As AI contin-
ues to evolve, its impact on education is expected to increase, transforming
the way in which people teach and learn all over the world.

Keywords: Artificial Intelligence, APPs, educational video, emerging technologies.

13.1. Introduction
The history of humanity has been intrinsically linked to techno-
logical progress. From the dawn of prehistory, human beings
have used technology, starting with basic tools like sharpened
stones and sticks to hunt and ensure their survival, which al-
lowed them to access food sources and protect themselves from
the threats of their environment.
In time, technology continued to evolve, from the discovery
of the wheel and the development of metal smelting, to the in-
vention of the press and the steam engine. These technological
developments were fundamental for the Industrial Revolution,
which marked the beginning of a new chapter in the history of
humanity.
The age of computers, which began in the mid-20th century,
transformed the human capacity to carry out complex calcula-
tions. In the 1990s, the emergence of the Internet revolutionized
the way in which people access information, purchase products
and services and communicate, among other functions. A signif-
icant milestone in the last decades was the boom of mobile de-

196 The Education Revolution through Artificial Intelligence

vices, which have become an essential element of daily living.
Nowadays, we are at the verge of a new technological revolution
with the advance of Artificial Intelligence, which is expected to
further transform our way of living and working.

13.2. Artificial Intelligence in Education

Throughout history, the use of technologies based on language
has marked significant milestones, including: the invention of
writing, which introduced the symbolic use of language; the press,
which revolutionized the dissemination of knowledge, speeding
it up and expanding its reach; and the development of computers,
with their capacity to use binary language, which has been funda-
mental in the digital and technological era (Bozkurt, 2023).
Currently, a search in Google Academic using the terms “Arti-
ficial Intelligence in Education (AIED)” returns 4,490,000 re-
sults, demonstrating the vast influence and accelerated growth of
this field, which is enhanced by its growing interest (Patel & Sha-
hapurkar, 2021; Ilham et al., 2024).
Grassini (2023) pointed out that, in the last decade, techno-
logical advances have radically transformed educational practic-
es. In particular, Artificial Intelligence (AI) has had a profound
impact. The recent evolution of automatic learning has facilitat-
ed the creation of advanced digital contents, such as Generative
Artificial Intelligence (GAI), which plays a significant role in ed-
ucation (Bozkurt et al., 2023).
AIED implies the use of computers and other types of devices
to emulate, for example, aspects of human perception and deci-
sion making, with the aim of completing specific tasks. Essen-
tially, AI encompasses processes through which machines iden-
tify complex factors and learn from them (Allam et al., 2023).
According to the European Commission (2022), AI has great
potential to transform education, benefiting students, educators
and managers of educational centers. Currently, AI helps to iden-
tify specific learning needs, offers personalized educational expe-
riences, and facilitates the making of strategic decisions in educa-
tional institutions. AI manifests in both software (e.g., virtual
assistants and search engines) and integrated technologies (e.g.,
robots and autonomous cars) (European Commission, 2022).

13. Artificial Intelligence Tools for the Creation of Educational Videos for Teaching 197
 It is fundamental to analyze how AI can optimize the teach-
ing-learning process and help education systems to make use of
modern tools for the promotion of equity and educational qual-
ity (Allam et al., 2023).
As was stated by Domínguez-González et al. (2023), AI is re-
defining learning and remodeling the educational landscape
(Naidu & Sevnarayan, 2023; Nipun et al., 2023). Jamal (2023)
argued that, although AI offers great possibilities to improve
teacher training and customize learning, it is fundamental to
consider ethical, social, technical and cultural aspects, including
concerns about privacy and bias (Jamal, 2023). Chat Generative
Pre-Trained Transformer (ChatGPT) stands out as an influential
technological development, which was trained to generate dia-
logues based on the requests of the users (Fergus et al., 2023).
According to Naudi & Sevnarayan (2023), the efficacy of Chat-
GPT depends directly on the clarity and precision of the ques-
tions posed (Naudi & Sevnarayan, 2023).
AI has enabled a personalization of learning that was previ-
ously unreachable, thereby allowing the user to adjust the study
content and pace to the individual needs, which favors a more
effective learning and promotes diversity in the classroom (Is-
trate, 2019; Biswas et al., 2023). However, the integration of AI
in education faces important challenges, including the concern
that it may dehumanize education and the need to address it
ethically, in order to prevent discrimination and protect the pri-
vacy of the students (Kerrigan et al., 2022).
The importance of Artificial Intelligence cannot be ignored in
this era of innovation and transformation in many fields, includ-
ing education (Ilham et al., 2024).

13.3. Artificial Intelligence Tools for the

Creation of Educational Videos
This section presents some of the AI tools that allow creating ed-
ucational videos.

198 The Education Revolution through Artificial Intelligence

Runway1
Runway is an AI-enhanced content-creation platform designed
to facilitate content creation, edition and collaboration for the
users. This tool offers a wide variety of creative functions en-
hanced by AI, such as text-to-image generation, erase and re-
place, AI training, text color gradation, ultra slow-motion cam-
era, image-to-image generation, and infinite image. Further-
more, it has advanced video edition tools, such as green screen,
image recovery and movement tracking.
By using AI models, Runway allows users to transform images
and videos in a creative manner, even creating images from text
messages. It simplifies tedious, repetitive and time-consuming tasks
in the creation and edition of content, granting users full control
over their creative projects. Likewise, it offers collaboration tools to
facilitate the safe exchange of compositions, assets and content
among teams. In addition, it provides a wide selection of profes-
sional templates that users may customize with only a few clicks.
Some of the educational possibilities provided by Runway are:

• Creative Tools for Design and Art: helps students and teachers
explore new forms of digital creativity. It can be used in
graphic design, digital art, and multimedia courses to teach
students how to generate innovative images, videos, and visu-
al effects.
• STEAM Education: By integrating science, technology, engi-
neering, arts and mathematics (STEAM), Runway teaches
complex concepts more visually and engagingly. Teachers use
its capabilities to create simulations, data visualizations and
3D models that facilitate understanding complex topics.
• Project-based learning: It allows students to work on hands-
on projects that require emerging technology, enhancing their
technical and creative skills and fostering teamwork, prob-
lem-solving and critical thinking.
• Developing digital skills: In this society, familiarity with AI
tools is crucial for students to learn the principles of Artificial
Intelligence and machine learning, and how they apply in the
real world, preparing them for the future.

1. https://runwayml.com/

13. Artificial Intelligence Tools for the Creation of Educational Videos for Teaching 199
 • Personalised learning: It allows creating personalized educa-
tional materials adapted to each student’s needs and learning
pace. This is especially useful in inclusive and differentiated
learning environments.
• International and multidisciplinary collaboration: Ease of use
and online access enable collaborative projects between stu-
dents from different disciplines and countries, fostering cul-
tural exchange and interdisciplinary innovation.
• Up-to-date teaching: Teachers keep up to date with the latest
technologies and teaching methodologies, integrating AI
tools into their curriculum and pedagogical practices.

Fliki2
Fliki is an online platform that allows converting text or content
from a blog into videos with AI-generated voices in a few minutes.
The user simply enters a text or the URL of a blog, and this tool
summarizes the content and selects the suitable images and vide-
os to create a human voice-off video with customized subtitles.
With over 900 AI voices in more than 65 languages and 100
dialects, the user may choose the voice that best suits her/his au-
dience and communication tone. Moreover, the script and the
pronunciation of the text converted to voice can be edited.
Fliki also allows sharing content in different formats and plat-
forms, such as YouTube, TikTok, Spotify and Instagram. The ad-
vantages of using Fliki for the creation of presentation videos in-
clude the capacity to generate videos from text or blog links with
human voices and customized subtitles, the selection of a wide
variety of languages, dialects and accents for the voice-over, the
ease to edit the script and the pronunciation of the text convert-
ed to voice, the option of republishing the content in different
formats and platforms, and the capacity to transcribe audio and
video quickly and accurately.
The following are some of the educational possibilities pro-
vided by Fliki:

• Creating accessible educational content: Fliki can help teach-

ers convert written lessons, course notes, and study materials

2. https://fliki.ai/

200 The Education Revolution through Artificial Intelligence

 into audio and video content, making information more ac-
cessible to students with different learning styles, including
those with visual impairments or reading difficulties.
• Supporting distance learning: It allows creating more engag-
ing and personal course materials that complement existing
digital resources.
• Promoting literacy and language: By supporting language and
literacy learning, learners can hear the correct pronunciation
and intonation of words and phrases in different languages.
• Enriching study material: Enriching study materials with au-
dio narrations and explanations provides an additional re-
source that students can use to revise and reinforce their
learning outside the classroom.
• Innovating in presentations and projects: More dynamic and
interactive presentations and projects can be created, integrat-
ing voice narrations and videos. This improves students’ pres-
entation skills and allows them to experiment with new forms
of creative expression.
• Access to diverse voices and languages: Fliki offers a wide
range of voices and support for multiple languages, enabling
the creation of inclusive and diverse educational content to
suit different cultural and linguistic contexts.
• Feedback and Assessment: teachers can use Fliki to provide
personalised verbal feedback to students on their work or to
create oral assessments, which is beneficial in language cours-
es or areas where verbal expression is critical.
• Learner autonomy: learners are empowered by being allowed
to create their own learning resources, encouraging research,
synthesis of information, and creativity. This promotes au-
tonomous learning and the development of digital skills.

Steve AI3
Steve is an online platform for the creation of videos through
AI technology that helps users in the development of profession-
al-quality videos in only a few minutes. It was designed to satisfy
the needs of any individual or company that requires producing
videos quickly and simply, and it offers different applications,

3. https://www.steve.ai/

13. Artificial Intelligence Tools for the Creation of Educational Videos for Teaching 201
 including the creation of invitation videos and the production of
corporate content.
Some of the educational possibilities that Steve AI offers are
the following: creating engaging educational content, fostering
comprehension and retention, stimulating creativity and critical
thinking, supporting multimodal learning, facilitating language
learning, developing digital skills, innovation in presentations
and projects, inclusive education, distance and online learning,
collaboration and teamwork, etc.

Pictory4
Pictory is an AI-based platform that helps users to create profes-
sional-quality videos from full text, including archive material,
music and voice-off. Thanks to its advanced AI technology, it
simplifies the entire process, enabling the creation of profession-
al videos effortlessly. It offers a wide range of templates and
styles, as well as the possibility of personalizing and editing the
video content, including tools to add text, images and music.
Pictory AI has several AI-mediated functions that increase the
quality of the videos, including the automatic generation of sub-
titles to improve the accessibility and commitment of the audi-
ence, and the possibility of customising aspect ratios to adapt
the videos to different platforms and formats, guaranteeing an
optimal visualization in any device.
Moreover, it provides the option of selecting personalized
voiceovers from a variety of natural options to add a profession-
al narration. Users can also access a large library of music to
complement their videos and establish the adequate tone. Like-
wise, Pictory AI allows improving videos with visual effects and
animations, making them more interesting and visually attrac-
tive.
Some educational possibilities that Pictory offers are trans-
forming curricular content into videos, fostering creativity and
personal expression in students, supporting multimodal learn-
ing, improving reading comprehension and language, and facili-
tating distance learning, professional development and teacher
training.

4. https://pictory.ai/

202 The Education Revolution through Artificial Intelligence

Invideo5
InVideo AI is an online video edition platform that stands out
for its wide range of functions, options and tools designed to fa-
cilitate its use for digital content creation. To employ the text-to-
video function of InVideo AI, the user introduces the key sen-
tence or word to create the video. The tool analyzes the sentence
and selects relevant images and video clips that will be incorpo-
rated into the final video.
Once the images and video clips are selected, the user can
customize the content with text and music, using the different
video and image templates available in InVideo AI. By generat-
ing a video with this platform, it is possible to add text, links to
articles, images and videos directly. Depending on the desired
option, the platform will automatically identify the key ele-
ments, questions and words that are relevant for the creation of
a personalized video.
With regard to the topics addressed by InVideo AI, there are
different categories, such as business, education, health, technol-
ogy and tourism, among others, which allow creating videos for
marketing, slide presentations, introductory videos, commer-
cials, and content for social networks.
Some of the educational possibilities that InVideo AI provides
are the following:

• Creating didactic material: Teachers can create a) concise and

engaging video lessons to explain complex concepts, offering
a visual alternative to traditional teaching methods, and b)
videos summarizing the units or topics covered, providing
students with a quick and effective review tool.
• Encouraging student participation through class projects and
digital portfolios.
• Supporting distance learning. Creating rich video content for
online courses or as a supplement to online classes can signifi-
cantly enhance the distance learning experience, keeping stu-
dents engaged and facilitating understanding of complex topics.
• Developing digital skills in media literacy and technological
skills development.

5. https://ai.invideo.io

13. Artificial Intelligence Tools for the Creation of Educational Videos for Teaching 203
 CapCut6
CapCut is a video edition application that allows users to express
their creativity online through its characteristics and tutorials.
The inclusion of AI-enhanced generative avatar functions, along
with verification measures, significantly expands the edition ca-
pacities and strengthens the safety of the platform.
The integration of these new characteristics in CapCut helps
users to verify their identities and employ AI-enhanced genera-
tive avatars to enrich their video edition experience. These func-
tions can be combined with others, such as animation, filters
and effects, to create original and exciting content.
To date, CapCut has introduced different smart tools, such
as the removal of backgrounds in videos, automatic subtitles,
and voice-to-text conversion, among others. These functions
based on AI are greatly facilitating the video edition process for
users.
Furthermore, CapCut users can make use of AI capacities to
generate unique avatars, which increases the customization of
their audiovisual content. By combining these new functions
with the existing tools of the application, such as animation, lay-
ers and audio synchronization, the creativity and dynamism of
the avatar function is potentiated. CapCut is constantly develop-
ing the digital avatar function, which facilitates the publication
of videos that are verified in a simple manner.
Some of the educational possibilities that CapCut provides
are the following: creating didactic content, fostering student
creativity, collaboration and knowledge sharing, assessment and
feedback, accessibility and inclusive learning, and teacher pro-
fessional development.

Synthesia7
Synthesia is a tool that facilitates the creation of high-quality
videos in a simple manner. This platform combines 3D anima-
tion with face-recognition technologies and language processing
based on Artificial Intelligence, which results in the generation

6. https://www.capcut.com/es-es/tools/ai-video-generator
7. https://www.synthesia.io

204 The Education Revolution through Artificial Intelligence

of realistic “synthetic” characters whose appearance, sound and
behavior are similar to those of real people.
Users can generate content using the predefined AI presenters
of the platform or the AI generation function to create virtual
versions of themselves, known as artificial reality identities.
These avatars may narrate videos created from text, and the voice
database of Synthesia offers a wide variety of gender options in
more than 60 languages.
It is important to highlight that Synthesia forbids the use of
its software to impersonate politicians or celebrities, requiring
explicit consent and a thorough process of selection for the use
of a person’s image, with the aim of preventing possible misun-
derstanding.
Companies usually employ Synthesia more frequently for ac-
tivities such as tutorials, training and presentations. This tool has
been used for the creation of chatbots, reports, demonstrations
of products and advertising campaigns.
The AI technology of Synthesia can be used to create realistic
videos from scratch and to adapt existing audiovisual content,
thereby offering a wide variety of creative and communication
possibilities.
These are some of the educational possibilities provided by
Synthesia:

• Creating customized learning materials: a) It can be used to

create customized video lessons to explain complex concepts,
providing a more interactive and engaging way of learning
than traditional methods. b) The ability to generate videos in
multiple languages facilitates the creation of accessible learn-
ing materials for students from different linguistic back-
grounds, promoting inclusion and access to education.
• Encouraging student participation: a) Students can use Syn-
thesia to create presentations of their projects, research or ide-
as, allowing them to focus on content without worrying about
language barriers or stage anxiety. b) Through virtual avatars,
students can participate in role-playing or decision-making
scenarios, which is especially useful in areas such as ethics,
business, and health.
• Improving accessibility: the integration of subtitles and the
possibility of translating the text into different languages im-

13. Artificial Intelligence Tools for the Creation of Educational Videos for Teaching 205
 prove accessibility for students with hearing disabilities or
those who are not native speakers of the language of the
course.
• Teacher professional development: by creating in-service
training or professional development modules, allowing
teachers to update their skills at their own pace and according
to their specific needs.

Pictory AI8
The Pictory AI platform employs AI to produce high-quality vid-
eos, which makes it a especially beneficial tool for teachers, since
videos are highly attractive resources for students of all ages.
Pictory AI allows saving time in the creation of educational
content, generating videos in a matter of minutes. Its friendly in-
terface facilitates its use, since AI does most of the work. Moreo-
ver, it allows narrating the videos with the user’s own voice or
AI-generated voices, which are quite realistic.
This platform offers different functions to create videos. It is
possible to convert a script to a video with images, music and
voiceover. By copying and pasting the script in the application, it
generates images based on text without the need for manual edi-
tion. Furthermore, videos with voice can be edited using text,
since, when uploading a video, the text is automatically tran-
scribed, enabling adjustments in the text or the addition of
voiceover. Thus, the user can modify existing videos or add nar-
rations.
In addition, it is feasible to create videos from articles or blog
publications, extract fragments of long videos to draw attention,
and even add subtitles automatically to expand the reach of the
content.
Thanks to its ease of use, it is possible to generate high-quali-
ty videos without the need of having advanced technical knowl-
edge. The user can simply follow these steps: start by adding text,
slides, or other videos, and then customize the background to
give it a special and attractive touch; bring up the relevant text to
highlight the key points and choose the voiceover that best suits
the content, either with your own voice or with AI-generate voic-

8. https://pictory.ai/

206 The Education Revolution through Artificial Intelligence

es, which are very realistic; once completed, the video can be
downloaded and shared in different formats.
Pictory provides the following educational possibilities: creat-
ing visual didactic content, enriching educational material, facil-
itating differentiated learning and teacher professional develop-
ment by giving the user access to improved and visually appeal-
ing training material, etc.

Sora9
Sora, developed by OpenAI, is an AI system specialized in the
generation of videos from text. As other systems of the company,
such as ChatGPT and DALL-E, Sora is based on language model
technologies like GPT. This system allows the users to describe
what they wish to see in a video through text commands, which
Sora interprets thanks to its training with a wide library of videos.
Sora is able to understand and recreate movements, complex
scenes with multiple characters, detailed environments and visu-
al effects requested by the users. For example, it can generate vid-
eos of an elegant woman walking in the streets of Tokyo full of
neon lights and urban signs, accurately reflecting the clothing,
accessories and environmental details described in the prompt.
In its initial development, Sora can create videos of up to 60
seconds, although OpenAI warns about possible limitations in
the exact recreation of certain physics. The quality of the results
generated by Sora depends on the clarity and detail of the de-
scriptions provided in the text commands, which allows obtain-
ing precise and customized results.

13.4. Discussion and conclusions

Nowadays, in the different actions that we carry out throughout
the day, such as the way in which we communicate, learn, gather
information and make decisions, everything revolves around AI
(European Commission, 2022). It is part of our daily living
(Aoun, 2017). At the general level, and according to the OECD
(2019), AI is a general-purpose technology with the potential to:

9. https://openai.com/sora

13. Artificial Intelligence Tools for the Creation of Educational Videos for Teaching 207
 improve the well-being of people; contribute to a positive, glob-
al, economic activity; increase innovation and productivity; and
help to respond to the key global challenges (Bolatito, 2024).
Arslan (2020) stated that AI is one of the most important tech-
nologies worldwide.
AI has reached omnipresence in daily living (Adiguzel, Kaya,
& Cansu, 2023). A wide range of examples show that AI has per-
meated different aspects of human life, such as access to infor-
mation through the Internet, the consumption of news and en-
tertainment, face-recognition surveillance systems that identify
people, the performance of financial markets, and the way in
which drivers and pedestrians commute (Williamson & Eynon,
2020). As AI advances, the possibilities that were only notional
may soon become tangible. A new application has been released
recently, known as “Sora”, which allows creating videos from
text with exceptional quality. Therefore, AI has the potential to
revolutionize the different aspects of society, from the business
sector to healthcare and education (Alawi, 2023).
We use an increasing number of AI systems, sometimes with-
out even noticing, such as search engines, smart assistants, con-
versation robots, language translation, navigation apps, online
videogames, and many other applications that use AI in our dai-
ly living (European Commission, 2022).
Thus, we can state that AI is the ability of a machine to pre-
sent the same capacities as human beings, such as reasoning,
learning, creativity and planning (Arslan, 2020). That is, AI is the
use of computer machines to think and act humanly and ration-
ally (Allam et al., 2023).
Nowadays, it is fundamental for initial and continuing teach-
er training to include digital competences in the creation of edu-
cational videos with AI. It is recommended for future studies to
expand the search for tools, due to the continuous advance of
technology.

Acknowledgements
This study was financed by the VI Research and Transfer Plan of
the University of Seville (VI PPIT-US), and it is part of the project
entitled “Development of Skills in the Production of Education-

208 The Education Revolution through Artificial Intelligence

al Videos with Artificial Intelligence for Teaching: an Initiative
for Initial teacher training (VIDIA-EDU)”, within the 4th Teach-
ing Plan of the University of Seville (Spain), Call for Support for
Teaching Coordination and Innovation (ref. 221), Call
2023/2024.

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98995

13. Artificial Intelligence Tools for the Creation of Educational Videos for Teaching 211
 14
“I learn better with Dall·E”: Using
Prompts for Self-regulation of Learning
with Primary Education Pupils

PhD Celia Moreno-Morilla

Universidad de Sevilla, Spain
[email protected]
https://orcid.org/0000-0003-0566-4319

Manuel Reina-Parrado
Universidad de Sevilla, Spain
[email protected]
https://orcid.org/0000-0002-0801-0938

PhD María Navarro-Granados

Universidad de Extremadura, Spain
[email protected]
https://orcid.org/0000-0001-7578-6659

Abstract
The proposed chapter examines the implementation of DALL·E3, an image-
generating AI, as a tool for self-regulation of learning in Primary Education.
This innovative methodology involves students in the creation of specific
prompts to generate images, reflecting their conceptual understanding and
application of knowledge. The process starts with instructing students on
prompt formulation, reflecting their topic understanding. These prompts are
input into DALL·E3, which then generates images based on these instructions.
Analyzing these images helps students identify misunderstandings or learning
gaps. The technique assumes that the clarity and accuracy of a student’s
prompt indicate their understanding level. This methodology incorporates con-
structivist learning theory, emphasizing active knowledge construction by the
learner. By employing DALL·E3, students not only apply their knowledge but
also partake in inquiry-based learning, exploring word-image relationships

https://doi.org/10.36006/09651-1-14 213
 and abstract concept representation. A pilot study with Primary Education stu-
dents from Seville (Andalusia, Spain) gathers qualitative data to assess this
tool’s effectiveness in improving self-regulation and conceptual understand-
ing. Results indicate an enhancement in students’ learning self-regulation and
motivation. The chapter also explores the pedagogical and ethical implications
of using AI in educational contexts, highlighting both potential benefits and
challenges. This research aims to provide insights into the use of emerging
technologies in education and suggest directions for future research.

Keywords: Artificial Intelligence, DALL·E3, self-regulated learning, Primary Ed-

ucation, learning situation.

14.1. Introduction
This chapter describes a qualitative research experience incorpo-
rating the innovative technology DALL·E3 in the teaching of Pri-
mary Education. This Artificial Intelligence (AI) tool allows stu-
dents to explore academic concepts through the generation of
images from their textual descriptions (prompts), combining
creativity and the interpretive capacity of natural language. The
chapter reveals how this technology is integrated into the curric-
ulum, enhancing visual learning, and stimulating student partic-
ipation, which takes a central role in their learning process.
Through case studies, the literature review examines the effec-
tiveness of this tool in promoting digital literacy and self-regulat-
ed learning. The chapter concludes with a series of conclusions
and practical implications for the use of DALL·E3, providing an
enlightening perspective on the challenges of incorporating AI
tools into teaching. This narrative is an essential contribution for
teachers interested in understanding and “navigating” the incor-
poration of emerging technologies in the Primary Education
classroom.

Introduction to generative AI in education: DALL·E3

Generative AI, exemplified by advanced technologies such as
DALL·E3, is marking an era of significant change in the field of
education. These technologies are not only introducing new pos-
sibilities in terms of content and teaching methodologies, but
they are also reshaping the way children learn. Aktay (2022)

214 The Education Revolution through Artificial Intelligence

delves into how these AI tools offer novel teaching and learning
methods, highlighting their ability to adapt and personalize the
educational experience. On the other hand, Cao & Dede (2023)
explore the dynamics of these technologies in the educational
context, arguing that generative AI can act as a catalyst for more
interactive and participatory teaching strategies.
In addition, generative AI has been shown as a potential ele-
ment to significantly enrich student engagement and learning,
offering a more engaging and person-centerd approach (Siegle,
2023). The work of Vera (2023) and Gómez (2023) addresses
how these technologies can transform pedagogical strategies,
proposing a shift towards more creative and less traditional ap-
proaches to education. This shift is supported by the technical
ability of generative AI to provide more personalized education-
al experiences tailored to students’ individual interests and abili-
ties (Fahimirad & Kotamjani, 2018).
Text-to-image AI has undergone a substantial shift in recent
years with the launch of programs such as DALL·E3. These are
AI models that combine linguistic comprehension with sophisti-
cated visual capabilities. To generate the images, they use a two-
stage approach. In the first, the model processes and encodes the
textual descriptions or ‘prompts’. In the second, it uses this en-
coding to generate visual images that closely correspond to the
given description (French et al., 2023).
In this study, we focus on DALL·E3, (developed by OpenAI),
whose main characteristic is the ability to interpret complex and
abstract concepts provided in the text, creating visually appeal-
ing images that are highly faithful to textual prompts (Li, 2022).
This makes it a powerful tool for creative exploration. The flexi-
bility and precision of DALL·E3 open up new possibilities for
teaching and learning in creative disciplines, pushing the bound-
aries of artistic expression (Stokel-Walker, 2022).

Generative AI: some examples of its application in schools

Generative AI offers novel teaching-learning methods that con-
tribute to educational innovation. It has been shown to be par-
ticularly effective in formulating prompts for image generation.
This application has been evidenced by Dehouche & Dehouche
(2023), who have explored its potential in the context of visual

14. “I learn better with Dall·E” 215

 art education. It stands out for its ability to inspire creativity and
offer novel visual tools, thus facilitating a deeper understanding
of the concepts studied at the curricular level. In addition, French
et al. (2023) and Lee et al. (2023) have extended its use to other
educational settings. In the first research, they addressed its appli-
cation in the development of educational games. They suggest
that generative AI can enrich the learning experience in games,
providing more complex and adaptive scenarios and graphics that
respond to students’ needs and abilities. This customization ca-
pacity improves student engagement and encourages deeper learn-
ing. On the other hand, Lee et al. (2023) explored the integration
of generative AI in STEAM (Science, Technology, Engineering, Art,
and Mathematics) classes. Their work demonstrates that AI can
foster analytical and creative thinking in these areas, offering stu-
dents tools to explore concepts and solve problems in innovative
ways. Finally, Gattupalli et al. (2023) argue that AI can offer new
perspectives in mathematics teaching. Their work suggests that
generative AI can be used to create personalized mathematical
problems and scenarios, adapting to students’ skill and compre-
hension levels. In summary, the application of generative AI in
education offers multiple benefits, including enhancing creativity,
personalizing learning, and encouraging critical thinking.

Pedagogical impact of generative AI:

a revolution in didactics?
Generative AI is now an emerging field that transforms instruc-
tional design and student learning (Xu & Ouyang, 2022). How-
ever, many teachers still do not know how to make a pedagogi-
cal use of it in order to have a positive impact on teaching-learn-
ing processes (Zawacki-Richter et al., 2019).
The teacher becomes a guide, facilitator, and collaborator
throughout the process (Salas-Pilco et al., 2022), leading to a re-
modelling of teacher-student relationships. AI does not replace
the teacher; it is one more resource that contrasts with the envi-
ronment of a conventional classroom where the educator plays
an authoritative role in the planning and timing of teaching in
most contexts.
Students are no longer passive recipients of knowledge and
are allowed to take the initiative in constructing it from a more

216 The Education Revolution through Artificial Intelligence

situated/real learning approach (e.g., The city is no longer
unique, it is not the one that is represented on page “x” of the
textbook. The city is now the one that the student creates from
their mind). In accordance with cognitive constructivism, stu-
dents are expected to actively engage the knowledge acquired
and form novel conceptual structures on top of those already ex-
isting in their minds (Xu & Ouyang, 2022).
The classroom should become a space where humans and
technology live intertwined in search of a more sensitive, fair,
and sustainable educational process. Along these lines, Berson &
Berson (2023) highlighted the democratizing potential of gen-
erative AI, arguing that it can facilitate more equitable access to
education. It has the ability to personalize learning and provide
adaptive teaching materials that respond to individual student
needs, which could help close educational gaps and promote
more inclusive education (Rodríguez-García et al., 2020).

Generative AI as a strategy for self-regulation of learning

In the contemporary field of education, the integration of AI into
the process of self-regulation of learning represents a significant
advance, marking a paradigm shift in how learning is facilitated
and assessed. Self-regulation of learning, defined as the ability of
students to direct and control their own learning process through
self-assessment, goal setting, and strategic implementation of
learning techniques, is crucial in the development of autono-
mous and competent learners (Zimmerman, 2008).
The study by Molenaar et al. (2023) highlights that AI, using
multimodal and multichannel data, can measure and facilitate
self-regulated learning. This approach allows for a more accurate
and personalized assessment of the students’ learning process.
AI’s ability to process large volumes of complex data in real-time
enables a more adaptive and individual-centered educational re-
sponse. On the other hand, Wang & Lin (2023) addressed the
use of AI to analyze self-regulated learning from a human-cen-
tered perspective. Their approach underscores the importance of
understanding self-regulated learning not only as a cognitive
process, but also as an affective and social phenomenon. Finally,
the work of Jones & Castellano (2018) provides a practical ex-
ample of how AI, in the form of adaptive robotic tutors, can be

14. “I learn better with Dall·E” 217

 applied in the educational context to support self-regulated
learning. In their research with primary school children, they
show that robots can act as facilitators in the development of
self-regulation strategies.
Overall, the literature shows the diversity of applications and
the transformative potential of AI in the processes of self-regula-
tion of learning.
In the light of the review carried out, we set two main objec-
tives:

• OBJ-1. Exploring the potential of DALL·E3 in Primary Educa-

tion.
• OBJ-2. To analyze children’s attitudes towards the incorpora-
tion of this innovative technology.

14.2. Methodology
This experience responds to a collaborative research model, in-
volving the teacher and students as active participants in the
whole process (co-investigators) (Campbell & Lassiter, 2010).

Participants
The sample consisted of 25 students in the first year of Primary
Education, with 12 boys and 13 girls aged between 6 and 7 years.
These students are characterized by their dynamism, curiosity,
and a remarkably positive attitude towards learning. Their dispo-
sition towards educational activities is proactive, showing a spe-
cial interest in those that involve interaction and teamwork,
which reflects the cooperative ideology of their school. Two par-
ticipants had special educational needs and received support to
facilitate their inclusion.

Information collection and data analysis

The study was carried out during the usual class hours, and the
teacher adopted the role of co-researcher with the rest of the re-
searchers of the university. The collection of information was or-
ganized in three sessions and took place during the month of

218 The Education Revolution through Artificial Intelligence

November 2023. Specifically, the efficacy of DALL·E3 was evalu-
ated in the context of the subject of Knowledge of the Natural
and Social Environment, which is taught in English under a bi-
lingual program. At that time, the teacher was developing a
learning situation focused on the differentiating elements of
‘City’ and ‘Village’.
The sample of students was divided into five heterogeneous
groups; they were asked to discuss the most important elements of
a city, and then create a detailed description that would be used as
a prompt in ChatGPT. The exercise consisted in each group draw-
ing up a list of essential elements for a city, which would be in-
cluded in a DALL·E3. The initial prompt, formulated by the teach-
er, was: “We are a first-grade class. We want an image of a city with
the following elements: [...]”. Each group added the concepts they
had learned during the development of the Learning Situation.
Data collection was carried out as follows in the three stipu-
lated sessions:

• First Session. The activity was introduced, and the groups

were formed. The students discussed and agreed on the ele-
ments they wanted to include in their cities. The, the session
was focused on the initial brainstorming and creation of the
prompts for DALL· E3.
• Second Session. The students received the images generated
by DALL·E3 and compared these representations with the ex-
amples of cities in their slides and textbooks. They identified
areas for improvement and made a second correction to their
prompts.
• Third Session. The session was focused on an in-classroom
interview, where the students reflected on the learning pro-
cess and expressed their opinions on the effectiveness of
DALL·E3 as an educational tool. This session allowed us to
gather detailed insights into the students’ learning experience
and their interaction with technology.

At the end of each session, the research group met to analyze

the events and make the necessary modifications in the follow-
ing sessions.
Participant observation in the classroom and audio record-
ings of the sessions were essential for their subsequent analysis.

14. “I learn better with Dall·E” 219

 The ten productions (cities) created by the students, together
with the discourses generated during the creation process with
DALL·E3, were analyzed to evaluate the effectiveness of the tool
in the educational environment. This multifaceted approach
provided a comprehensive understanding of the tool’s impact
on students’ self-regulation of learning.
The children’s participation in the research was voluntary and
followed the ethical requirement of informed consent. At all
times, the internal regulations of Social Sciences required by the
Ethics Committee of Experimentation of the University of Seville
were followed.

14.3. Results
Potentiality of DALL·E3 in knowledge of
the environment (Objective 1)

In this research, the potential of DALL·E3 was assessed in the

educational context, specifically in the subject of Knowledge of
the Natural and Social Environment. Through the generation of
images based on descriptions supplied by first-grade elementary
students, we sought not only to understand AI’s ability to create
images that reflect learned concepts, but also to examine chil-
dren’s attitudes towards this emerging technology.
Based on the initial ideas that the students had demonstrated
in class about the elements of the city and the town, the teacher
created the following prompt: “We are a first-grade class. We
want an image of a city with the following elements: [...]”. Each
group of students completed it with the concepts they had stud-
ied during the Learning Situation, resulting in five different im-
ages of cities (one per group).
Figure 14.1 shows a city closer to the image of a village, which
made the students make observations such as: “the houses are
very small”, “there are many plants”. This occurred as the group
placed greater importance on items such as trees, houses, and
fountains. It is considered that the group made a poor prompt of
content, since they forgot other concepts learned during the
Learning Situation closer to the image of an industrialized city
such as factories and skyscrapers.

220 The Education Revolution through Artificial Intelligence

Figure 14.1. A city created from a deficit prompt. Source: developed by authors.

In the first attempt of each group, the results did not corre-
spond to the idea of the city that they had, thus they were willing
to try to improve: “We want to do it again, please”, “We have to
put a hundred cars to make it like Seville”, “The houses are very
small, like in my grandmother’s village. The ones in Seville are
bigger.”
By making the corrections in a new prompt, through the ad-
dition of more concepts studied in the unit, the AI provided re-
sults closer to the students’ concept of the city (Figure 14.2).
In some cases, as can be seen in Figure 14.2, the image had
imperfections, such as the appearance of “birds” with strange
shapes, which gave rise to debate: “The aliens have invaded the
city”, “The city is so cool! Let’s see if there are aliens in ours too.”
Talking with the teacher, the students understood that, in order
to create a realistic city, they could improve this prompt by indi-
cating “Let the city be real, of this world”, “Let the monsters be
birds so that it is real”.
However, the students were able to understand at all times
that they were in front of cities, working on the concepts of the
unit: “There are many cars”, “There are traffic lights in the street”,
“There are many people”, “The buildings are already big, they

14. “I learn better with Dall·E” 221

 Figure 14.2. City created from a proper/complete prompt. Source: developed by
authors.

weren’t before”, “The trees are like those in Seville”, “The street is
very big, it looks like the one next to the Betis stadium”.

Students’ attitudes towards the use

of generative AI (Objective 2)
The introduction of DALL·E3 in the educational environment
was shown in our study to be a valuable tool to promote self-
regulation of learning among students. The results show that this
form of AI goes beyond simple visual reproduction, prompting
students to take a more active approach to their education. The
class tutor comments: “The students have been more willing to
explore for themselves without asking me many questions,
which helps them to learn in a more autonomous and effective
way.”
The enthusiasm that the practice generated among the stu-
dents is a clear indicator of its potential as a pedagogical re-
source: “Teacher, it’s super cool to see how the city is being built
with what we are telling you,” said one student, reflecting the
tool’s ability to capture the attention of children. Another child

222 The Education Revolution through Artificial Intelligence

added: “I like using it, because I can make my real city [...], the
city of the book is not my city.” These reflections show the ca-
pacity of DALL·E3 to motivate students, encouraging their au-
tonomous learning by focusing the content on elements that are
familiar to them.
The experience of working with DALL·E3 showed that the
imaging process is just as valuable as the final images them-
selves. The difference between what the students expected and
what the AI produced opened up a space for them to reflect on
their thinking and way of solving problems. The tutor observed:
“The discussion that arises when the images do not match their
expectations gives rise to a learning opportunity.”

14.4. Conclusions and Practical Implications

The results obtained in the present study underline the signifi-
cant potential of AI, particularly tools such as DALL·E3, to ena-
ble teachers to transform and enrich the educational environ-
ment. It was demonstrated that AI not only serves as a resource
to complement the work of teachers, but it also enriches the
learning process of students by facilitating an active construction
of knowledge. The ability of this tool to promote self-regulation
and inquiry-based learning highlights its pedagogical value, en-
couraging students to take a more active and focused role in their
own learning process. This autonomy and personalization of
learning manifests itself in greater motivation and empower-
ment among students.
In addition, the use of tools such as DALL·E3 demonstrates a
sensitivity to cultural diversity, allowing students from different
backgrounds to see themselves reflected and to integrate their en-
vironment and personal experiences into learning. The possibili-
ty of personalizing teaching-learning processes and conducting
formative assessments in real time represents a significant step
towards inclusive education. This approach not only improves
students’ commitment to their educational process, but also fos-
ters a fairer and more equitable learning environment, where
each student can progress according to their abilities and needs.
The tutor stressed that the use of DALL·E3 in the classroom
should focus on stimulating students’ imagination and curiosity

14. “I learn better with Dall·E” 223

 rather than chasing the generation of hyper-realistic images. This
approach aligns with the perception that technology should
serve as a catalyst for creativity and not just as a tool to replicate
reality. For this reason, no major effort was made to refine or al-
ter the prompt that led to the creation of Figure 14.2. However,
at higher levels of education, where students have greater auton-
omy and ability to construct their own descriptions, it would be
convenient to guide them towards the creation of prompts that
more accurately reflect the structures and organization of a city.
The integration of AI tools in education also poses significant
challenges that must be addressed to maximize their potential.
The need for adequate teacher training, equitable access to tech-
nology, and adaptation of curricula are crucial aspects for suc-
cessful implementation. In conclusion, this study underlines the
importance of expanding the educational experience with AI to
other courses and contexts, encouraging students to design their
own prompts and actively participate in their learning process.
The adaptation and expansion of these tools at different educa-
tional levels and areas of study is essential to prepare students
for a digitalized future, fostering a more personalized, inclusive,
and adaptive education to cover the needs of the 21st century.

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226 The Education Revolution through Artificial Intelligence

 15
Automatic Short Answer Grading
in Health Sciences with ChatGPT

PhD Nuria Padros-Flores

Universidad Miguel Hernández, Spain
[email protected]
https://orcid.org/0000-0001-5206-8857

Ivan Gadea Sáez

Universidad de Alicante, Spain
[email protected]
https://orcid.org/0009-0009-2290-3220

PhD Carolina Alonso-Montero

Universidad Miguel Hernández, Spain
[email protected]
https://orcid.org/0000-0002-8856-1907

Abstract
Artificial Intelligence (AI) has emerged as a transformative tool in education,
notably in facilitating automated exam grading. This study focuses on Auto-
matic Short Answer Grading (ASAG) via ChatGPT-4, a widely accessible and
versatile general-purpose generative AI model. We compare the grading out-
comes from ChatGPT with those adjudicated by human evaluators within the
health science domain. An evaluative framework was deployed to gauge the
GPT-4 model’s concordance with an expert educator’s scoring. Human scores
were compared to those offered by ChatGPT with different versions of prompts,
specifically with 10 examples, 25 examples, and a grading rubric, employing a
scoring metric that spans from 0 to 10 points, allowing for decimal values,
without any model fine-tuning or parameter modulation. Our findings show
that rubrics markedly enhance score alignment with an educator’s evaluative
benchmarks, registering intraclass correlation coefficients surpassing 0.8, thus
nearly mirroring human judgment. These results suggest that there is ample
scope for increasing the effectiveness of ASAG using Large Language Models

https://doi.org/10.36006/09651-1-15 227
 (LLM) such as ChatGPT. However, it is imperative to recognize that the opera-
bility of these systems is not yet fully reliable and stable, making human su-
pervision necessary. The integration of expert supervision ensures both the ac-
curacy and pedagogical validity of these automated tools.

Keywords: AI, ASAG, ChatGPT, health sciences, large language models.

15.1. Introduction
The emergence of ChatGPT as a universally accessible tool has
popularized terms such as Large Language Model (LLM) and gen-
erative Artificial Intelligence (AI), enhancing public familiarity
with these technologies (Leiter et al., 2023; Taecharungroj, 2023).
LLMs are advanced AI systems capable of understanding and gen-
erating human-like text from the vast datasets on which they have
been trained. This subset of generative AI technologies specializes
in the production of coherent and contextually relevant content.
In educational contexts, these models provide innovative ap-
proaches for the generation of dynamic learning materials and
the delivery of personalized feedback. Other AI applications that
are not aimed at content generation are focused on data analytics,
predictive modelling and automation of task execution. Collec-
tively, these diverse roles significantly contribute to the enhance-
ment of teaching and learning experiences (Chen et al., 2020).
Recognizing the transformative potential of LLM in educa-
tional contexts, it is critical to address the dual-sided nature of
their integration. Concerns such as preserving human-centric
learning experiences, ensuring academic integrity, and managing
copyright issues present significant challenges in an AI-enhanced
learning environment (Ifenthaler & Schumacher, 2023; Preik-
saitis & Rose, 2023). However, the unique capabilities of LLMs
to generate contextually relevant and coherent text provide un-
precedented opportunities for personalizing learning experienc-
es, developing educational content, and providing automated
feedback to students (Zawacki-Richter et al., 2019). Additional-
ly, AI’s incorporation into education promises to spur pedagogi-
cal innovation and enhance access to learning opportunities,
particularly in geographically isolated or socioeconomically dis-
advantaged areas (Pacchiega, 2021).

228 The Education Revolution through Artificial Intelligence

 The release of the GPT-3 model (Generative Pre-trained Trans-
former) in 2020 marked a significant advancement in AI re-
search, although it was ChatGPT 3.5, launched towards the end
of 2022, that really caught the public’s attention with its greater
accessibility and user-friendly interface. The development of
GPT-3 incorporated reinforcement learning with human feed-
back, facilitating the creation of a powerful chatbot capable of
understanding and generating responses to natural language
prompts with unprecedented ease (Wu et al., 2023). Research on
prompts soon began, uncovering that certain prompts work bet-
ter than others in achieving specific responses (Cain, 2024; Hen-
rickson & Meroño-Peñuela, 2023; Lee et al., 2023). The intro-
duction of ChatGPT-4 further advanced the field by incorporat-
ing the ability to generate and analyze images. This enhancement
established ChatGPT-4 as a leading chatbot with multimodal
capabilities, pushing the boundaries towards achieving artificial
general intelligence (AGI) (Wu et al., 2023).
The ease of use of these new generative AI tools has raised
concerns among educators, particularly regarding the ease with
which students can generate texts. Conversely, these technolo-
gies also present new opportunities for the automated assess-
ment of exams and assignments. In educational settings, teach-
ers often rely on various question types to evaluate student un-
derstanding, from multiple-choice questions, which can be
automatically graded by specialized hardware, to short open-
ended questions and essays that require more nuanced assess-
ment. Specifically, Automatic Short Answer Grading (ASAG) is a
field that has been of interest since the 1960s (Burrows et al.,
2015).
Existing research in ASAG faces notable challenges. One limi-
tation of current experiments is the use of limited evaluation cat-
egories, ranging from binary (“correct”/”incorrect”) to more nu-
anced five-level scales (“very good” to “very bad”). To our knowl-
edge, there is no ASAG model that numerically evaluates
responses. This is understandable given that current linguistic
models perform better with hierarchical labeling than with nu-
merical ratings due to their text-based training. There are also
certain cultural implications in this aspect. In addition, these
models often overlook nuanced assessment styles unique to in-
dividual educators, which can undermine the unique assessment

15. Automatic Short Answer Grading in Health Sciences with ChatGPT 229
 perspectives they bring to their roles. Another major obstacle is
the requirement for training examples for model effectiveness,
posing a challenge when teachers wish to assess novel questions,
requiring the labor-intensive creation of new training examples,
comparable in effort to manual grading.
Among the most advanced ASAG models, the one proposed
by Schneider et al. (2023) stands out. This model is based on
multilingual transformers (BERT and LaBSE), which have been
trained on a substantial dataset comprising approximately 10
million question-answer pairs across two classes. A notable fea-
ture of its contribution is its capacity for modulating the system’s
error tolerance –false positives and false negatives– delegating to
the educators the correction of the items that pose the most
doubts to the model. In contrast, the model introduced by
Ormerod et al. (2023) is characterized by an ensemble of deep
neural networks alongside a Latent Semantic Analysis-based
model. In this model, holistic 2-point and 3-point rubrics were
used, and special emphasis was placed on mitigating the biases
inherent in machine learning models. In the domain of reading
comprehension questions, Henkel et al. (2023) claim to be the
first authors to announce an ASAG model, which matches or ex-
ceeds human evaluative performance. This model leverages the
ChatGPT Application Programming Interface (API) and employs
grading scales of 2 and 3 points.
The datasets currently available for ASAG research are not
without their limitations. A primary constraint is the reliance on
categorical rather than numerical grading, which is common to
the aforementioned ASAG models. Moreover, the public nature
of these datasets raises questions about their possible inclusion
in GPT model training materials, a detail that the model devel-
oper has not publicly disclosed. Therefore, to safeguard the va-
lidity of our ChatGPT experiments, we decided to employ a nov-
el, unpublished dataset, despite the resultant limitation in data
quantity.
The search for reliable ASAG models is particularly relevant in
the context of teaching overload and pursuit of more objective,
consistent assessment methodologies. This quest takes on even
greater importance in the field of distance education and is par-
ticularly crucial in the burgeoning context of Massive Open On-
line Courses (MOOCs), as highlighted by Y. Wang & Song

230 The Education Revolution through Artificial Intelligence

(2022). Manual grading, especially in courses with a large num-
ber of students, is often a laborious task prone to subjective bias
(Campbell, 2015). This study seeks to examine the efficacy of
LLMs to perform coherent grading aligned with teacher stand-
ards. Specifically, our intention is to test the capability of Chat-
GPT as an ASAG tool using a numerical rating and using the web
interface. The rationale for employing ChatGPT-4’s web interface
in this investigation stems from its broad accessibility, user-
friendliness, absence of additional model training prerequisites,
and cost efficiency as an AI tool. While the API of ChatGPT-4 of-
fers capabilities for fine-tuning certain parameters, such as the
model’s creativity tendency or “temperature”—a feature recom-
mended to be set to 0 in this type of experiments by OpenAI, the
corporation responsible for developing this model (Henkel et
al., 2023)— this mode of operation requires programming
knowledge, thereby limiting its accessibility. Since this kind of
technical manipulation is beyond the reach of most teachers,
this study opts for the more accessible web interface approach.
Advances in automated assessment systems have important
implications for both operational efficiency and equity in the
education sector, as they present a viable answer to a long-stand-
ing problem in pedagogy: providing rapid, comprehensive, ac-
curate and equitable assessments.

15.2. Objective and Methods

The aim of this study is to evaluate the efficacy of ChatGPT-4 in
numerically grading short open-ended questions within a spe-
cific field of Health Sciences, adhering to the assessment stand-
ards established by a subject matter expert. This involves com-
paring the grading outcomes of ChatGPT-4 with those deter-
mined by an educational expert in the discipline, across various
types of input prompts. Such comparative analysis is instrumen-
tal in understanding the applicability and preparation of Large
Language Models (LLMs) like ChatGPT for specialized grading
tasks.
This research employs a mixed-methods comparative analysis
to explore the congruence between ChatGPT’s grading capabili-
ties and those of an expert educator within the domain of Physi-

15. Automatic Short Answer Grading in Health Sciences with ChatGPT 231
 cal Podiatry. The participant cohort consisted of 62 Spanish un-
dergraduate students, with all participants attempting the first
question (Q1) and 59 addressing the second question (Q2). The
teacher’s grades for each of the questions were compared with 3
different prompts: one incorporating 10 examples, a second fea-
turing 25 examples, and a third guided by a detailed marking
rubric. The prompts had the following format:

ACT AS AN EXPERT + TASK STEP BY STEP + EXPECTED OUTPUT +

EXAMPLES OR EVALUATION CRITERIA + QUESTION TO EVALUATE

Furthermore, to augment the study’s robustness, an external

educator, not specialized in Physical Podiatry, was also asked to
grade the two questions using the same rubric, offering an addi-
tional comparative perspective on the grading alignment. The as-
sessments were conducted in January 2024 using ChatGPT-4,
with responses graded on a 0 to 10 scale, allowing for decimal
values, without any model fine-tuning or parameter modula-
tion.

15.3. Results
To evaluate the congruence between measurements, we em-
ployed the Intraclass Correlation Coefficient (ICC) utilizing a
two-way random effects mixed model, which assumes absolute
agreement and single measurement by the rater. Additionally,
we calculated the Quadratic Weighted Kappa (QWK) to facilitate
comparison with other studies. It is important to note that the
QWK must be applied to categorical data, requiring discretiza-
tion of the continuous variables in our study to ensure its appli-
cability. This dual approach (Table 15.1) allows for a detailed
evaluation of ChatGPT’s accuracy in performing ASAG tasks.
This not only helps to elucidate the concordance among diverse
grading methodologies but also establishes a solid framework
for comparison with methodologies previously established in
the literature.

232 The Education Revolution through Artificial Intelligence

Table 15.1. Comparison of the performance of different evaluators vs. the
subject teacher
Evaluator Intraclass correlation 95% Confidence interval QWK
coefficient
Lower limit Upper Limit

Q1 GPT 10X 0.563 0.345 0.719 0.540

GPT 25X 0.20 0.440 0.753 0.569

GPT rubric 0.868 0.759 0.925 0.862

Human 0.941 0.904 0.964 0.931

Q2 GPT 10X 0.697 0.539 0.808 0.698

GPT 25X 0.621 0.438 0.756 0.616

GPT rubric 0.828 0.621 0.913 0.829

Human 0.859 0.679 0.929 0.861

Source: developed by autor.

15.4. Discussion
The findings of the present study provide empirical evidence of
ChatGPT’s ability to match educators’ evaluation criteria in
ASAG scenarios. This competence is not only apparent through
the presentation of concrete examples but is more evident when
the grading rubrics are clearly shown to the model at the prompt.
Observations revealed varying levels of concordance between
the assessments rendered by the expert educator and those gen-
erated by the GPT models. Utilization of a correction rubric in
the prompts facilitated the achievement of elevated ICC values,
registering 0.868 for Q1 and 0.828 for Q2, suggesting a signifi-
cant congruence between the expert’s evaluations and those
proffered by ChatGPT. Although prompts based on examples
yielded more modest outcomes, the outcomes remained robust.
Comparatively, the ICC values for the two questions graded
by ChatGPT using a rubric (0.868 and 0.828) juxtaposed against
the grades of a secondary human evaluator (0.941 and 0.859)
demonstrate ChatGPT’s proximity to mirroring the evaluative
precision of an educator. This is in line with Henkel et al. (2023),
who were the first to report a model capable of matching or ex-

15. Automatic Short Answer Grading in Health Sciences with ChatGPT 233
 ceeding human performance on ASAG tasks in reading compre-
hension contexts at elementary and middle school levels, also
employing ChatGPT. Our outcomes are marginally inferior,
which was predictable given the domain of the questions, aimed
at a university level and outside the linguistic context for which
the large language models have been trained and therefore per-
form better. Furthermore, it is important to consider that Henkel
et al. (2023) designed their study using the ChatGPT API, there-
by enabling control over certain variables to enhance model sta-
bility. The results obtained (0.89 and 0.92) in grading 2- or
3-class responses are very similar to those of our study using a
continuous variable and rubrics (0.862 and 0.829), but superior
to our experiments with examples, all below 0.7 QWK.
Recent research, such as that conducted by Ormerod et al.
(2023), who implemented mixed models with specific training
and rubrics, did not reach such high QWK coefficient values ob-
served in our study, around 0.7. Nevertheless, the analysis re-
vealed that the assessments produced by the model surpassed
those executed by human evaluators using the identical dataset.
Conversely, Schneider et al. (2023) report a maximal accuracy
rate of 86.5% in binary grading (categorized as “correct” or “in-
correct”) using a model refined through training on millions of
question-and-answer pairs, which would also be in line with our
results.
A key observation from our study is that it is much more ef-
fective to teach the model our evaluative criteria rather than sup-
plying it with examples for autonomous learning. Although this
outcome was anticipated, the substantial magnitude of this ef-
fect was beyond our initial expectations. Indeed, the prompt de-
signed for the correction of Q1 and Q2 provided with explicit
instructions on the correction criteria, exhibited significantly su-
perior performance (0.868 and 0.828), compared to the prompts
incorporating either 10 examples (0.563 and 0.697) or 25 exam-
ples (0.620 and 0.621). Generally, the time investment required
to generate 10 response examples exceeds that required to clearly
define the correction criteria or to develop a rubric, and the re-
sults, as observed, are significantly better.
Furthermore, it was observed that the prompt with 10 exam-
ples for Q2 (ICC of 0.697) outperformed the prompt with 25
examples (ICC of 0.621). This suggests that there is a limit to the

234 The Education Revolution through Artificial Intelligence

number of examples that ChatGPT can effectively consider, and
that exceeding this limit could deteriorate the overall perfor-
mance of the model. To verify this hypothesis, it would be neces-
sary to conduct a study specifically addressing this issue.
A qualitative review of the data generated by ChatGPT during
the grading process revealed that, although the AI correctly rea-
soned the rationale for each assigned rating, discrepancies some-
times arose between its justifications and the resulting ratings.
For instance, we identified situations where the model argued
that a given response was superior to a certain example graded
with a 3, yet lacked the comprehensive detail of other examples
graded at 7. However, following this accurate argumentation, it
awarded a grade of 3.5, closer to 3 than to 7, without observing
that other examples rated with a 5 were more similar to the eval-
uated response. We also observed that, in the process of evaluat-
ing responses via the rubric, ChatGPT demonstrated computa-
tional inaccuracies on several occasions. Specifically, when seg-
menting the student responses to assign partial scores, we found
errors in the addition or division operations required to obtain
the final grade. In certain scenarios, the model generated and ex-
ecuted a small internal program for mathematical calculations,
achieving accurate results thereafter. Despite these computation-
al discrepancies, we adhered to a policy of non-intervention, up-
holding the model’s final assigned grade, even in the presence of
arithmetic errors.
Regarding the documented computational issues of ChatGPT
with mathematics (Borji, 2023; Shakarian et al., 2023), the deci-
sion to implement a continuous scale from 0 to 10 for grading
may have negatively impacted the model’s performance. An as-
sessment of ChatGPT’s efficacy in grading complex university-
level responses on a categorical rather than a numerical scale
could facilitate a more congruent comparison with extant litera-
ture. Nonetheless, the aim of our study was to evaluate the mod-
el’s capability to accurately process numerical data. We base this
on the assumption that correct numerical data handling would
likely enhance its performance in categorization tasks.
An additional limitation relates to the linguistic context of the
assessment materials; the questions, answers, and prompts were
presented in Spanish. Although the model can interpret and gen-
erate text in this language, the majority of its training corpus is in

15. Automatic Short Answer Grading in Health Sciences with ChatGPT 235
 English, which suggests that the results could improve if this lan-
guage were used. To date, in our literature review we have not
found any studies that specifically address the comparative per-
formance of ChatGPT across languages. Given the global appli-
cation of large linguistic models and the inherent linguistic di-
versity of users, understanding how ChatGPT’s effectiveness var-
ies by language is vitally important. This gap in the existing body
of research presents a great opportunity for future research. Such
studies would not only enrich our understanding of the linguis-
tic capabilities of the model, but would also provide strategies
for its optimization and application in multilingual contexts. Ac-
cordingly, we advocate the initiation of research aimed at evalu-
ating ChatGPT’s performance across a broad spectrum of lan-
guages, which would provide information of great value to the
academic and technology communities.
In the course of our investigation, we identified specific in-
stances where student responses resulted in an overestimation of
grades by ChatGPT. For example, responses featuring extensive
lists of technical terms—regardless of their accuracy—tended to
be awarded higher grades compared to concise, error-free sub-
missions. This phenomenon is consistent with findings from
prior research, which has documented the susceptibility of LLMs
to adversarial inputs that exploit model vulnerabilities (Filighera
et al., 2020; J. Wang et al., 2023). Despite concerted efforts with-
in the field, a robust solution to mitigate these types of adversar-
ial attacks remains elusive.
Contrary to findings reported in other studies, our analysis
did not reveal any biases in the text generated by the LLM (Acer-
bi & Stubbersfield, 2023), which may be attributable to the spe-
cific nature of the task assigned to ChatGPT and the evaluation
context.
The systematic observation of ChatGPT to align with the grad-
ing standards of educators, even with a limited number of exam-
ples or a simple rubric, across both evaluated questions (Q1 and
Q2), not only substantiates the methodological approach em-
ployed but also highlights the potential of LLMs as versatile and
effective tools for educational assessment. This is especially per-
tinent in educational contexts, where the demand for efficiency
is ever-increasing, and educators frequently face substantial
workload challenges.

236 The Education Revolution through Artificial Intelligence

 The significance of these findings extends beyond merely fa-
cilitating a reduction in educators’ workload through the deploy-
ment of accessible and economically viable technological solu-
tions. It also encompasses the enhancement of grading uniform-
ity. Although the initial development of prompts with rubrics or
multiple examples may incur substantial effort, this investment
is marginal compared to the labor-intensive process of evaluat-
ing numerous student responses. Importantly, this approach fos-
ters educational equity by mitigating the variability introduced
by human assessors’ fatigue, which can lead to inconsistent grad-
ing over time (Klein & El, 2003).
Importantly, ASAG models need not entirely replace educa-
tors in assessing student performance. Instead, AI can comple-
ment and support instructional efforts by offering alternative as-
sessments, identifying grading inconsistencies, or preliminarily
sorting responses to expedite the evaluation process. The results
obtained suggest that such implementations could be applied in
a wide range of educational contexts, providing scalable support
to educators. This, in turn, could free up valuable time to focus
on other aspects of teaching and allow for quicker and more per-
sonalized feedback for students.
The initial outcomes are indeed encouraging, but it is neces-
sary to solidify them by conducting further comprehensive re-
search across various academic disciplines and among different
educator demographics. Future research should also focus on the
mechanisms through which AI models interpret and apply grad-
ing criteria, examining these processes in light of existing evalua-
tion theories and practices.

15.5. Conclusions
This research corroborates the hypothesis that LLMs, and par-
ticularly GPT series, represent the most promising approach in
the ASAG field. These large language models are highly versatile
and are capable of undertaking classification and grading tasks
without needing specific prior training.
A significant finding of our research is that, to align with the
teacher’s grading style, a prompt with a rubric or a good descrip-
tion of the objectives sought by the teacher proves more effective

15. Automatic Short Answer Grading in Health Sciences with ChatGPT 237
 than providing the model with many examples. This approach
not only simplifies and speeds up the process but also improves
the outcomes. ChatGPT’s ability to adapt to different evaluation
styles underscores its potential as a transformative tool in educa-
tional assessment.
However, ChatGPT used via its web interface and without
specific controls, can lean towards overly creative responses,
yielding arbitrary grades, thereby constraining its utility as a
universally applicable, unsupervised ASAG tool. It is also
highly susceptible to mathematical calculation errors and ad-
versarial attacks. Despite these challenges, its competence in
grading complex health science answers at a human-equiva-
lent level is remarkable. Future research should focus on how
to effectively control this model to ensure uniform assess-
ments.
In conclusion, the findings of this study, along with those of
similar recent research, suggest that the way forward is the use of
large language models with fine-tuning to achieve more accurate
and stable grades.

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240 The Education Revolution through Artificial Intelligence

 Index

Prologue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
  1. Introduction to Artificial Intelligence in Education . . . . . 13
1.1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
1.2. Artificial Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
1.3. Artificial Intelligence in Education. . . . . . . . . . . . . . . . . . . 20
1.4. The Possibilities of Artificial Intelligence in Education . . . 22
1.5. Use of Artificial Intelligence. . . . . . . . . . . . . . . . . . . . . . . . 23
Acknowledgements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
  2. Artificial Intelligence and Education: Is It Necessary,
Is It Convenient? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
2.1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Learning from the past. . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Facing the present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
2.2. Framework of Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Characteristics of ChatGPT . . . . . . . . . . . . . . . . . . . . . . . . 33
2.3. Unexpected effects on language models . . . . . . . . . . . . . . 34
Hallucinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Non-determinism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Biases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
2.4. Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
2.5. Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

241
   3. The Inclusion of Artificial Intelligence in Higher
Education: Moving Towards a digital Educational
Transformation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
3.1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
3.2. Artificial Intelligence in the Current Educational
Reality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
3.3. Initial Teacher Training and its Implication in the Use
of Artificial Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
3.4. Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
  4. The Ethical and Epistemic Impact of Artificial
Intelligence in Education . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
4.1. Theoretical Approach: Technosciences and Society . . . . . . 58
4.2. From Expert Systems to Dataism and Epistemic
Injustice of AI. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
4.3. Generative AIs and Impacts in the World of Creative
Works and Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
4.4. From Externalized Memory to Fractured Thinking . . . . . . 62
4.5. Regulation of Artificial Intelligence and the Future
of Democracies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
4.6. Artificial Intelligence and the Future of Education. . . . . . . 66
4.7. Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Acknowledgement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
  5. From Theory to Practice with Artificial Intelligence:
Experience of Project-based Learning in Higher
Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
5.1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
5.2. Project Based Learning (PBL). . . . . . . . . . . . . . . . . . . . . . . 73
5.3. Artificial Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
5.4. Didactic Proposal Implemented for PBL Through AI in
Engineer Training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Methodological guidelines. . . . . . . . . . . . . . . . . . . . . . . . . 76
5.5. Methods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Participatory Action Research (PAR) methodology . . . . . . 79
Participants and context. . . . . . . . . . . . . . . . . . . . . . . . . . . 80
5.6. Results and discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Quantitative analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Qualitative analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

242 The Education Revolution through Artificial Intelligence

 5.7. Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
  6. The Role of the Faculty Member as an Ethical mentor
in the Use of AI in the Academic Field. Ethical
perception using ChatGPT in the writing of academic
essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
6.1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
The ethical use of AI for academic purposes . . . . . . . . . . . 88
An approach to the university teacher role . . . . . . . . . . . . 89
6.2. AI Use and Ethical Perception: A Study . . . . . . . . . . . . . . . 90
Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Methodology and recipient. . . . . . . . . . . . . . . . . . . . . . . . 91
The survey: structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
6.3. Results. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
AI impressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Use of AI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Ethical perception of the use of AI. . . . . . . . . . . . . . . . . . . 97
6.4. Didactic Proposal for the Ethical Use of AI in Academic
Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
6.5. Final Reflections and Conclusions. . . . . . . . . . . . . . . . . . . 100
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
  7. Integrating AI into Academic Research: How We
Navigate the Inevitable Ethically . . . . . . . . . . . . . . . . . . . . . 103
7.1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
7.2. Literature Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
7.3. Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
7.4. Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
7.5. Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
7.6. Recommendations for Best Practices . . . . . . . . . . . . . . . . . 111
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
  8. Integrating Generative AI into Analytical Practices in
Qualitative Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
8.1. Introduction. Overview of AI-assisted qualitative
analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
8.2. The Integration of AI in Computer-assisted Qualitative
Data Analysis Software (CAQDAS): the potentials of
ATLAS.ti . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
AI summaries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Index 243
 AI applications in coding. . . . . . . . . . . . . . . . . . . . . . . . . . 119
Conversational AI: chat and interact with documents. . . . 121
AI-assisted sentiment analysis and opinion mining. . . . . . 121
8.3. Qualitative Analysis Case Study Using Generative AI . . . . 123
Developing inductive codes and exploratory analysis
with assisted AI. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Sentiment analysis and opinion mining. . . . . . . . . . . . . . 126
8.4. Critical integration of AI in qualitative analytical
approaches. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
  9. Redefining Language Education in the AI Era:
Challenges, Opportunities and Perspectives . . . . . . . . . . . 135
9.1. Introductory Remarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
9.2. The Interplay between Language Teaching and AI. . . . . . . 137
9.3. AI-Based Technology for Language Learning . . . . . . . . . . . 140
9.4. Ethical Considerations. . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
9.5. Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
10. Navigating AI Integration in Higher Education: Ethical
Challenges and Pathways for Comprehensive Human
Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
10.1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
10.2. AI Opportunities for Higher Education . . . . . . . . . . . . . . 153
10.3. Ethical Challenges of AI in Higher Education . . . . . . . . . 156
Ethical principles in the design and implementation
of AI. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Caution and safety, transparency, and auditability . . . . . 158
Fairness, inclusion, and universal accessibility . . . . . . . . 159
Privacy and security by design . . . . . . . . . . . . . . . . . . . . . 159
Developing legal regulations . . . . . . . . . . . . . . . . . . . . . . 159
Accountability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Integrating AI into corporate, faculty, and university
culture and debates. . . . . . . . . . . . . . . . . . . . . . . . . . . 160
10.4. Recommendations for AI Literacy and Ethical
Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
AI literacy for the academic community . . . . . . . . . . . . . 160
Institutional policies on ethical use of data and AI . . . . . 161
10.5. Conclusions and Final Comments. . . . . . . . . . . . . . . . . . 163
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164

244 The Education Revolution through Artificial Intelligence

11. Improving Learning through Automatic Generation
of AI-Based Narratives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
11.1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
11.2. Reading and Writing Comprehension Skills . . . . . . . . . . 171
11.3. Digital Storytelling with Generative AI . . . . . . . . . . . . . . 171
Generative AI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
LLMs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Digital storytelling as an educational tool. . . . . . . . . . . . 172
11.4. Problems with AI-based Narratives. . . . . . . . . . . . . . . . . 173
11.5. Using NLG Systems to Improve our Students’
Narrative Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
11.6. Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177

12. Perceptions of Artificial Intelligence among Students

in the Faculty of Education. . . . . . . . . . . . . . . . . . . . . . . . . . 181
12.1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
AI opportunities in education . . . . . . . . . . . . . . . . . . . . . 183
Roles and training in AI in higher education. . . . . . . . . . 185
12.2. Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
12.3. Results. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
12.4. Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191

13. Artificial Intelligence Tools for the Creation of

Educational Videos for Teaching . . . . . . . . . . . . . . . . . . . . . 195
13.1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
13.2. Artificial Intelligence in Education. . . . . . . . . . . . . . . . . . 197
13.3. Artificial Intelligence Tools for the Creation of
Educational Videos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Runway . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Fliki. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Steve AI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Pictory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
Invideo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
CapCut. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Synthesia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Pictory AI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
Sora. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
13.4. Discussion and conclusions. . . . . . . . . . . . . . . . . . . . . . . 207

Index 245
 Acknowledgements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
14. “I learn better with Dall·E”: Using Prompts for
Self-regulation of Learning with Primary Education
Pupils. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
14.1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214
Introduction to generative AI in education: DALL·E3. . . 214
Generative AI: some examples of its application in
schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Pedagogical impact of generative AI: a revolution in
didactics? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
Generative AI as a strategy for self-regulation of
learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
14.2. Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
Information collection and data analysis. . . . . . . . . . . . . 218
14.3. Results. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
Potentiality of DALL·E3 in knowledge of the
environment (Objective 1). . . . . . . . . . . . . . . . . . . . . 220
Students’ attitudes towards the use of generative AI
(Objective 2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222
14.4. Conclusions and Practical Implications. . . . . . . . . . . . . . 223
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
15. Automatic Short Answer Grading in Health Sciences
with ChatGPT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
15.1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
15.2. Objective and Methods . . . . . . . . . . . . . . . . . . . . . . . . . . 231
15.3. Results. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
15.4. Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
15.5. Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238

246 The Education Revolution through Artificial Intelligence

The Education Revolution through
Artificial Intelligence
Enhancing Skills, Safeguarding Rights, and
Facilitating Human-Machine Collaboration
This book is a fundamental work that explores how AI is transforming
the educational landscape. Through a critical and ethical lens, the
authors address AI’s potential to enhance skills, safeguard rights, and
promote collaboration between humans and machines. From academic
research to the creation of innovative educational content, this book
provides a comprehensive guide for educators, students, and researchers
in the digital age. It is a call to action for the conscious integration of AI
into the education of the future.
Carlos Hervás-Gómez is a Full-Time Professor at the University of Se-
ville (Spain), affiliated with the Faculty of Education Sciences in the
Department of Didactics and Educational Organization. He teaches
courses related to ICT. He is a member of the editorial boards of several
journals, including the European Journal of Educational Research, In-
ternational Journal of Educational Methodology, Journal of Research in
Science, Mathematics and Technology Education, The European Edu-
cational Researcher, and Psychreg Journal of Psychology. His research
focuses on the integration of ICT in teaching and learning processes
through active and innovative methodologies, with a particular empha-
sis on emerging technologies and artificial intelligence in education.
María Dolores Díaz-Noguera is a Full-Time Professor in the De-
partment of Didactics and Educational Organization at the University
of Seville (Spain). Her teaching is closely linked to the disciplines of
Educational Organization and Management. In recent years, she has
made significant contributions to educational knowledge, with a par-
ticular focus on technology integration in education and educational
inclusion. She has over twenty years of experience teaching doctoral
courses at the University of Seville and other Andalusian universities,
and has supervised numerous international doctoral theses.
Fulgencio Sánchez-Vera is an Assistant Professor in the Department
of Didactics and School Organization at the University of La Laguna
(Spain). He holds a PhD in Social and Cultural Anthropology from
the University of Murcia, where he also earned a degree in Computer
Engineering. Additionally, he has a Master’s in Mindfulness from the
University of Zaragoza and a University Expert title in Online Teaching
from the International University of La Rioja. He has been a speaker
at numerous courses on Educational Technology. Currently, he is the
director of the journal “Cultura y Conciencia” and serves on the eva-
luation boards of various scientific journals. His scientific contributions
include over fifty publications and participation in educational innova-
tion and research projects, focusing on cyberspace, cyber culture, digital
competence, and artificial intelligence in education.

Horizontes Universidad