Artificial intelligence has become an integral aspect of modern life, often employed seamlessly in our daily routines. Many individuals use AI technologies unconsciously when composing emails, discovering new television shows, or managing smart devices within their homes.
In professional settings, AI is increasingly relied upon for various applications, such as aiding in the recruitment process, enhancing healthcare diagnostics, and monitoring student advancement in educational institutions.
However, despite the growing prevalence of AI, most university programmes in Australia, aside from those focused on computing and STEM disciplines, do not provide formal education on the critical, ethical, and responsible application of AI technologies.
This situation poses significant challenges, and it is essential to address them effectively.
Current AI Utilisation in Universities
An increasing number of Australian universities now permit students to incorporate AI tools into specific assessments, provided proper acknowledgment of their use is given.
Nevertheless, this practice does not equip students with an understanding of the underlying mechanisms of these tools or the principles of responsible use. Engaging with AI is more complex than simply inputting queries into a chat interface. There are prevailing ethical concerns regarding AI, including issues related to bias and misinformation. It is crucial for students to comprehend these issues to utilise AI responsibly in their future careers.
All graduates should have a foundational understanding of AI, including its limitations, the importance of human judgement, and what responsible usage encompasses in their respective fields.
Students must be cognisant of potential biases in AI systems. This awareness includes understanding how their personal biases can influence their interactions with AI (in terms of the questions posed and interpretations of AI responses) as well as recognising the broader ethical dimensions associated with AI application.
Critical inquiries include whether the AI respects data privacy, whether errors exist in the AI’s outputs, and the accountability for such mistakes.
AI Ethics in Higher Education
While the technical aspects of AI are addressed within many STEM curricula, the exploration of ethical questions surrounding AI typically remains absent from mainstream university education. This is a pressing concern. Future professionals, such as lawyers using predictive AI for drafting contracts or business graduates applying AI for recruitment or marketing, must be equipped with ethical reasoning skills.
Potential ethical dilemmas in these contexts may involve unfair biases, such as AI suggesting candidates based solely on gender or racial identity, or issues of transparency, such as the ambiguity surrounding the basis of an AI system’s legal judgement. Students should be trained to identify and critically assess these risks before they manifest as detrimental outcomes. As AI gradually permeates professional environments, the repercussions of thoughtless utilisation increase, leading to biased outcomes and potential harm. For instance, if an educator carelessly relies on AI for preparing a lesson plan, students might receive a distorted or inaccurate portrayal of history. Similarly, a lawyer who excessively depends on AI could inadvertently submit a flawed legal document, jeopardising their client’s interests.
Implementing Change
We can draw valuable lessons from international examples in this context. Universities such as the University of Texas at Austin and the University of Edinburgh have established programmes that focus on the ethics of AI; however, these initiatives currently cater to graduate students. The University of Texas programme is primarily aimed at imparting AI ethics knowledge to STEM students, while the University of Edinburgh offers a more interdisciplinary approach.
To incorporate AI ethics effectively into Australian universities, a comprehensive curriculum reform will be necessary. This reform entails forming interdisciplinary teaching teams that blend expertise from technology, law, ethics, and social sciences. Additionally, there must be a concerted effort to engage students with this subject matter through core modules, graduate competencies, or even obligatory training. Investment in faculty professional development and the creation of teaching resources that render these concepts accessible and applicable across various disciplines will also be essential.
Support from government entities is crucial. Targeted funding, coherent national policy frameworks, and shared educational resources could facilitate this transition. Policymakers should consider positioning universities as centres for ethical AI education, compatible with the goals outlined in the 2024 Australian University Accord report, which advocates for the establishment of capabilities that address the demands of the digital age.
Today’s university students are the leaders of tomorrow. If they lack awareness of AI’s associated risks, including its potential for bias or privacy infringements, society as a whole will face the repercussions. Universities have a societal obligation to ensure that graduates are adept at utilising AI responsibly and comprehend the significance of their decisions.
