Journal of Ethics in Higher Education

The Impact of Society 5.0 on Curriculum Development in Higher Education

Carina De Villiers — 2024-07-19

This article explores the concept of Society 5.0, originating from Japan, which envisions a future where the physical and virtual worlds merge to create a more sustainable and inclusive society. Building upon previous societal stages, Society 5.0 leverages advanced technologies like artificial intelligence, the Internet of Things, and robotics to address social challenges while prioritising human welfare. The article delves into the objectives of Society 5.0 and the need for a human-centered approach, accompanied by significant challenges and the imperative for educational reform. Reshaping curriculum development in higher education by emphasising technological literacy, interdisciplinary approaches, ethics and social implications, entrepreneurship, and lifelong learning are changes aiming to prepare students to the rapid technological advancements in the society.

Student Voices: Challenges and Preferences with Technology-enabled Online Teaching and Learning in Higher Education

Divya Singh — 2024-07-19

The adaptation of the curriculum to incorporate cutting-edge technologies and human ethical values necessitates a careful, deliberate approach. A technological transition, pivotal for the future of education, is fraught with challenges but also with real chances for better human self-understanding. To appropriately understand the complexities and significance of this digital shift, Stadio Higher Education conducted a survey (STADIO SV Survey) to capture the voices of students on technology relevant to their social, learning, and teaching environments. After consolidating fundamental points as the methodology and the reliability of the survey, we proposed a descriptive analysis and a substantial study of the findings provided. Literature review and discussion of such important concepts as: choice of the technology, the nature of access, the computing skills needed, communication, contact and successful engagement permit, in a nutshell, the articulation of some very useful closing recommendations.

Chatting or Cheating – Test of a First-Rate Intelligence?

Olivia Wilson — 2024-07-19

The emergence of Large Language Models (LLMs) has significantly influenced the landscape of Higher Education, with their adoption by students and educators escalating rapidly since OpenAI introduced ChatGPT in November 2022. By means of a rapid literature review the authors examined the current state of generative artificial intelligence (GenAI) tools and their application in diverse learning and teaching settings within Higher Education. A comprehensive analysis was conducted, including peer-reviewed academic literature, conference calls, and insights from social media discussions. This investigation culminated in the development of the ENIGMA framework, comprising six key activities, namely Engage, Navigate, Individualise, Guide, Moderate, and Adapt. The study underscores the necessity for further research into the seamless integration of AI technologies by educators and students in educational settings.

Using Simulation-Based Assessment for Event Management Students

Olivia Wilson — 2024-07-19

This research project explores the effectiveness of simulation-based assessments (SBAs) as an alternative to practical assessments for event management (EM) students, considering the 2020 global pandemic's impact on higher education. SBAs mimic real-world scenarios, enabling innovative and authentic ways for assessors to determine how well candidates can put their knowledge, skills, and talents to use. For example, they give students an opportunity to instil and reinforce ethical principles and values essential for success in the workplace.
The study aims to investigate the relationship between SBAs and graduate attributes, via a qualitative approach, to investigate and analyse students' lived experiences. Ten final-year EM students were selected purposively, with inclusion criteria. Semi-structured interviews were conducted using an original set of selected questions, and thematic analysis was used for data analysis.
The study's findings suggest that if used correctly, SBAs can be an effective tool for developing students' graduate attributes, preparing them for employment.
The article concludes on how to maximise the value of SBAs in preparing students for the workforce, especially when practical assessments are not feasible

Navigating the AI Frontier

Mondher Khanfir — 2024-07-19

The rapid digital transformation driven by Artificial Intelligence (AI) is reshaping innovation and operational efficiency across industries. As autonomous AI systems are becoming prevalent, they significantly influence traditional business models, societal norms, and legal frameworks. AI technologies are evolving beyond mere tools to become independent economic agents capable of generating assets, making decisions, commercializing products and services, and being accountable for their actions. This evolution requires a reassessment of traditional concepts of corporate and moral personhood, particularly as AI-driven businesses need to operate inside conventional legal frameworks. This paper explores the rise of entirely AI-driven entities with fully autonomous decision-making processes, advocating for the legal status of artificial personhood. It underscores the need for an ethical and regulatory framework to ensure these entities will proliferate and operate for human progress with integrity and responsibility.

The Impact of the Professor’s Ethical Leadership on the Students’ Deviant Behaviors

Lalla Amina Alaoui — 2024-07-19

Over the past two decades, the organizational world has shown a particular interest in ethics. The majority of studies and research on the subject of ethics have been conducted within the framework of organizations, considered as a conventional environment; a few studies have, on the contrary, adopted a research framework in a unconventional context. This is the case with our current research on ethics in the academic and university environment in the context of Moroccan universities. As we shall demonstrate influence of the leader, or leadership can lead an individual to engage in deviant behavior as the ethical climate, which also serve as a reference for the behaviors to be adopted.

Ethics Concerns in the Use of Computer-Generated Images for Human Communication

José Manuel Simões — 2024-07-19

The rapid growth of artificial intelligence (AI) tools has contributed to various image-generation techniques. These tools have had a significant effect on how we perceive contemporary communication. This study presents a broad overview of the challenges and consequences associated with the influence of AI on communication, and its findings are supported by thoughts collected from various books and academic publications. Nevertheless, incorporating AI into communication through synthetic imagery raises concerns about communication that require careful consideration. This study investigates various ethical concerns and the significance of ethical guidelines and responsible practices in creating these applications. It intricately weaves together philosophical reflections, ethical deliberations, and societal responsibilities, shedding light on the complex interplay between ethics, technology, and human values within the context of machine development and broader societal realms.

Techno-solutionism a Fact or Farce? A Critical Assessment of GenAI in Open and Distance Education

Helen Titilola Olojede — 2024-07-19

Techno-solutionism (Ts) amplifies academic integrity issues endemic to using Generative AI in Open and Distance education (ODE). It (Ts) induces in Higher education (HE) the disposition that technology can and should be employed in every aspect of teaching, learning, and assessment. The prevalence of Ts in ODE and the consequence of undermining academic integrity is found in the surge in published papers. A 2023 study by Nature of over 1600 scientists reports that nearly 30% use GenAI to write papers, and 5% use it in grant applications. A 2024 Originality.ai report on 13,000 analysed papers on arXiv indicates a sudden increase of 200.42%, 44.68% and 22.04%, respectively, in Computer Science, Physics and Mathematics in papers published in Jan. 2019 and those published in Nov. 2023. Apr. 2024 paper on arXiv notes Computer Science to be the most prolific in LLM usage with up to 17.5% increase. The problem this study addresses is balancing the challenges and opportunities of GenAI in ODE. Is there a limit to AI use in ODE? How can we upsurge academic integrity in the age of AI? How might we rethink the culture of publish or perish in the age of AI? Adopting the scoping review methodology and discourse analysis, this paper analyses the gains and pains of AI in ODE. Leveraging the critical theory of technology, it recommends clear green and red lines on using AI in teaching, research, and assessment.

L’éthique de l’éducation

Stefania Gandolfi — 2024-07-19

Depuis quelques années, face à la différenciation de la société en multiples institutions, associations, organisations, l'éthique trouve des applications dans des champs très diversifiées (éthique des affaires, bioéthique, éthique professionnelle, etc.) Ce scénario appelle tous les acteurs à la responsabilité d’intégrer leur identité et leurs actions sur des objectifs et des valeurs communs pour éviter la parcellisation et la fragmentation de l’éthique. De fait « l’éthique exige que l’intégration obéisse à certaines conditions d’intégrité, de complétude, de valeur humaine, d’idée de bonne vie, d’orientation vers un objectif » (Villet, 2000, p. 238-9). Des formes communicatives d’intégration reposent sur une compréhension réciproque, et sur des accords vers des normes et une responsabilité commune, non l’addition des individualités. L'éthique est donc intrinsèque à l'entreprise éducative ; parler d'éthique de l'éducation et non d'éthique appliquée à l’éducation s’explique parce que l'éthique n’est pas un domaine extérieur mais sous-tend et anime l'éducation. Une éthique de l’éducation qui, à partir de la personne, se conçoit dans une relation d’échange incluant le ‘tiers’, fonde les relations éducatives sur une éthique de la conviction, sur des dynamiques personnelles et sociales pour constituer une éthique partagée.

From Disposable Education to Acting in the World as a Human in the Time of AI

Barbara Class — 2024-07-19

This contribution presents two perspectives: one based on AI expertise and the other on the importance of knowledge as human knowledge. The later focuses on the purpose of education by revisiting Alexander von Humboldt’s concept of Bildung as the main purpose of education. Resisting the shifting to radically pragmatic models of education, without Bildung, in recent decades, in the Global North which develops a system of disposable education that focuses on training a workforce for the market. Concerned by the production of disposable knowledge and assessments, with the sole goal of achieving good grades and securing employment, we see Generative AI, as mirroring this functionalist and economist vision of society, revealing strongly the limits of this paradigm. This article first explains how automatic learning, the foundation of generative AI, works. Second, we shall discuss human deep learning, as opposed to surface learning showing how it is required to develop as a person in the Bildung perspective. Third, we highlight this first intuition that AI reveals the functioning of our societies and move beyond, with an art of questioning in philosophy.

Book Review of Michael Heumann, Contemporary Criticism of Growth from a Philosophy of Economics Perspective

Dietrich Wagner — 2024-07-19

This is a book review of Dr. Michael Heumann, Contemporary Criticism of Growth from a Philosophy of Economics Perspective: Reconstructing economic growth dynamics as the self-perpetuation of decoupled Cartesian thought (German title: Zeitgenössische Wachstumskritik aus wirtschaftsphilosophischer Perspektive: Zur Rekonstruktion der Wachstumsdynamik als Verselbständigung cartesischen Denkens), Gloethics Theses Series No. 42, Geneva: Globethics Publications. https://doi.org/10.58863/20.500.12424/4296664