Paradoxes of Generative AI and the Simultaneous Promise and Threat to Academic Freedom

Abstract:

Integrating generative artificial intelligence (AI) into education offers promising opportunities for dynamic learning experiences yet raises ethical concerns regarding data privacy, algorithmic bias, and threats to academic freedom. This article explores the paradoxical tensions arising from AI’s impact on academic institutions, examining the challenges educators and the industry face. By extending paradox theory into education, the study identifies and classifies these tensions, including concerns about AI’s displacement of human roles and discrimination. It focuses a novel lens on complex issues within the industry, providing educators with a structured approach to navigate these challenges and equipping them to harness technological advancements responsibly in their classrooms.

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