Page 75 - International Perspectives on Effective Teaching and Learning in Digital Education

AI in Higher Education: Analysis of Relevant Practices and Their Potential for Green Transition

As can be seen from the literature reviews on the integration of AI in educa-
tion, the general role of AI in education has mostly been analysed in terms of
supporting learners or teachers, and so far, few studies have aimed to bring
together the role of AI in education and its potential to support the Sustain-
able Development Goals. One contribution to this discourse is the literature
review conducted by AlGhamdi (), which sought to explore the role of AI
in the educational context as a means to promote sustainable development.
He suggests that the application of AI in education for sustainability goes be-
yond mere information resources and practical applications related to envi-
ronmental, economic and social dimensions because it involves facilitating
education, raising awareness and cultivating competences, trends and values
that encourage individuals to adopt different viewpoints (AlGhamdi, ).

Metod
The successful implementation of sustainable development requires the
meaningful integration of modern digital tools across different sectors
and areas. The University of Ljubljana has tried to facilitate the integra-
tion of digital and green transition through several projects. One of them
was the project Artificial intelligence in education at the University of
Ljubljana (slo. Uporaba umetne inteligence v izobraževanju na Univerzi v
Ljubljani). The project aimed to support the meaningful implementation
of AI in the pedagogical process and to facilitate the exchange of best
practises in different faculties of the University of Ljubljana. In this paper,
we have adopted Vinuesa’s definition of AI (Vinuesa et al., , pp. 33)
and consider AI to be any software technology with at least one of the
following capabilities: perception (e.g. facial recognition), decision mak-
ing (e.g. medical diagnosis systems), prediction (e.g. weather forecasting),
automatic knowledge extraction and pattern recognition from data (e.g.
detection of fake news circles in social media), interactive communication
(e.g. social robots or chatbots) and logical reasoning (e.g. theory develop-
ment from premises).
Based on the above-described context, our paper focuses in particular on
the use of AI in pedagogical processes in higher education related to facilitat-
ing sustainable development through alignment with the 17 SDGs. Two main
research questions guiding the research in this paper are:

RQ1: In which areas of educational activities according to the KLASIUS-P
classification is AI used as part of the study programmes at the facul-
ties of the University of Ljubljana?

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