Document Type
Editorial
Publication Date
2024
DOI
10.55982/openpraxis.16.4.777
Publication Title
Open Praxis
Volume
16
Issue
4
Pages
487-513
Abstract
This manifesto critically examines the unfolding integration of Generative AI (GenAI), chatbots, and algorithms into higher education, using a collective and thoughtful approach to navigate the future of teaching and learning. GenAI, while celebrated for its potential to personalize learning, enhance efficiency, and expand educational accessibility, is far from a neutral tool. Algorithms now shape human interaction, communication, and content creation, raising profound questions about human agency and biases and values embedded in their designs. As GenAI continues to evolve, we face critical challenges in maintaining human oversight, safeguarding equity, and facilitating meaningful, authentic learning experiences. This manifesto emphasizes that GenAI is not ideologically and culturally neutral. Instead, it reflects worldviews that can reinforce existing biases and marginalize diverse voices. Furthermore, as the use of GenAI reshapes education, it risks eroding essential human elements—creativity, critical thinking, and empathy—and could displace meaningful human interactions with algorithmic solutions. This manifesto calls for robust, evidence-based research and conscious decision-making to ensure that GenAI enhances, rather than diminishes, human agency and ethical responsibility in education.
Rights
© 2024 The Author(s).
This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC-BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited
Data Availability
Article states: "The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request."
Original Publication Citation
Bozkurt, A., Xiao, J., Farrow, R., Bai, J. Y. H., Nerantzi, C., Moore, S., Dron, J., Stracke, C. M., Singh, L., Crompton, H., Koutropoulos, A., Terentev, E., Pazurek, A., Nichols, M., Sidorkin, A. M., Costello, E., Watson, S., Mulligan, D., Honeychurch, S.,…Asino, T. I. (2024). The manifesto for teaching and learning in a time of generative AI: A critical collective stance to better navigate the future. Open Praxis, 16(4), 487-513. https://doi.org/10.55982/openpraxis.16.4.777
ORCID
0000-0002-1775-8219 (Crompton)
Repository Citation
Bozkurt, Aras; Xiao, Junhong; Farrow, Robert; Bai, John Y. H.; Nerantzi, Chrissi; Moore, Stephanie; Dron, Jon; Stracke, Christian M.; Singh, Lenandlar; Crompton, Helen; Koutropoulos, Apostolos; Terentev, Evgenii; Pazurek, Angelica; Nichols, Mark; Sidorkin, Alexander M.; Costello, Eamon; Watson, Steven; Mulligan, Dónal; Honeychurch, Sarah; Hodges, Charles B.; Sharples, Mike; Swindell, Andrew; Frumin, Isak; Tlili, Ahmed; Slagter van Tryon, Patricia J.; Bond, Melissa; Bali, Maha; Leng, Jing; Zhang, Kai; Cukurnova, Mutlu; Chiu, Thomas K. F.; Lee, Kyungmee; Hrastinski, Stefan; Garcia, Manuel B.; Sharma, Ramesh Chander; Alexander, Bryan; Zawacki-Richter, Olaf; Huijser, Henk; Jandrić, Petar; Zheng, Chanjin; Shea, Peter; Duart, Josep M.; Themeli, Chryssa; Vorochkov, Anton; Sani-Bozkurt, Sunagül; Moore, Robert L.; and Asino, Tutaleni Iita, "The Manifesto for Teaching and Learning in a Time of Generative AI: A Critical Collective Stance to Better Navigate the Future" (2024). STEMPS Faculty Publications. 362.
https://digitalcommons.odu.edu/stemps_fac_pubs/362
Included in
Artificial Intelligence and Robotics Commons, Educational Technology Commons, Higher Education Commons, Theory and Algorithms Commons