Generative AI and the future of education: Ragnarök or reformation? A paradoxical perspective from management educators

Lim, Weng Marc; Gunasekara, Asanka; Pallant, Jessica L.; Pallant, Jason; Pechenkina, Ekaterina

doi:10.1016/j.ijme.2023.100790

Cited by 429 publications

(199 citation statements)

References 19 publications

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“…Schools may be a natural place to address this, including through policies and approaches that emphasise, in addition to academic attainment, the importance of domains such as school climate, interpersonal relationships and extracurricular activities. Finally, with the marked changes that the introduction of generative artificial intelligence (AI) will bring to education (Lim, Gunasekara, Pallant, Pallant, & Pechenkina, 2023), we are at a watershed moment where the fundamentals of school learning and assessment are being reshaped in ways that will impact on the entire student experience. This could be both positive and negative; for example, generative AI might be able to promote more equitable access to tailored educational opportunities but could also increase emphasis on high-stakes, in-person assessments at a time where progress has been made in deemphasising traditional metrics of academic attainment.…”

Section: Discussionmentioning

confidence: 99%

Current evidence and opportunities in child and adolescent public mental health: a research review

Fazel,

Soneson

2023

Child Psychology Psychiatry

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BackgroundA public mental health lens is increasingly required to better understand the complex and multifactorial influences of interpersonal, community and institutional systems on the mental health of children and adolescents.MethodsThis research review (1) provides an overview of public mental health and proposes a new interactional schema that can guide research and practice, (2) summarises recent evidence on public mental health interventions for children and adolescents, (3) highlights current challenges for this population that might benefit from additional attention and (4) discusses methodological and conceptual hurdles and proposes potential solutions.ResultsIn our evidence review, a broad range of universal, selective and indicated interventions with a variety of targets, mechanisms and settings were identified, some of which (most notably parenting programmes and various school‐based interventions) have demonstrated small‐to‐modest positive effects. Few, however, have achieved sustained mental health improvements.ConclusionsThere is an opportunity to re‐think how public mental health interventions are designed, evaluated and implemented. Deliberate design, encompassing careful consideration of the aims and population‐level impacts of interventions, complemented by measurement that embraces complexity through more in‐depth characterisation, or ‘phenotyping’, of interpersonal and environmental elements is needed. Opportunities to improve child and adolescent mental health outcomes are gaining unprecedented momentum. Innovative new methodology, heightened public awareness, institutional interest and supportive funding can enable enhanced study of public mental health that does not shy away from complexity.

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Section: Discussionmentioning

confidence: 99%

Current evidence and opportunities in child and adolescent public mental health: a research review

Fazel,

Soneson

2023

Child Psychology Psychiatry

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“…However, many institutions have provided training and resources to support teachers in their online teaching endeavors. These resources include training on effective teaching strategies for online environments, use of technology tools, and assessment strategies for online assessments [18].…”

Section: (B) Teacher Preparedness and Training For Online Teachingmentioning

confidence: 99%

Perception of Students and Teachers Regarding Online Teaching-learning During Covid-19 at University Level

Irfan¹,

Raheem²

2023

MEJAST

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The COVID-19 pandemic has led to a significant shift towards online teaching-learning practices, disrupting traditional methods at the university level. This review analyzes 35 studies using content analysis to understand the perceptions of students and teachers towards online learning during this time. The findings indicate that the shift to online learning has created both challenges and opportunities for students and teachers. For students, challenges included technical issues, lack of social interaction, and reduced motivation, while opportunities included flexibility, self-paced learning, and increased access to resources. For teachers, challenges included adapting to online platforms, providing effective feedback, and maintaining student engagement, while opportunities included innovation, creativity, and improved teaching skills. Factors that influenced perceptions of online teaching-learning included technology infrastructure and accessibility, student and teacher demographics and background, institutional policies and support, and sociocultural and environmental factors. The review recommends improving the quality of online teaching-learning experiences by providing adequate technological support and training for both students and teachers, promoting interaction and engagement, and providing effective feedback. This study has significant implications for the field of education, emphasizing the need for continuous adaptation and improvement to ensure equitable access to education for all students. This review provides valuable insight into the perceptions of students and teachers towards online teaching-learning during COVID-19. However, limitations and challenges of the study include the limited number of studies analyzed and the heterogeneity of the findings. Future research should focus on the long-term impact of online teaching-learning on student and teacher performance, engagement, and satisfaction, as well as the implications for policy and practice. Overall, the review underscores the importance of considering the various factors that affect the perceptions of online teaching-learning and the need for continuous adaptation and improvement to ensure equitable access to education for all students.

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“…• Groundbreaking technological advancements like Generative AI (e.g., ChatGPT; Dwivedi et al, 2023;Lim, Gunasekara et al, 2023) and virtual reality (e.g., metaverse; Dwivedi et al, 2022;Kraus et al, 2023); • Increasing competitive pressures that necessitate new ways of thinking and functioning (e.g., the challenger approach; Lim, 2020); • Shifting demographics with the rise of new generations (e.g., Generation Z or zoomers; Lim, 2022b) and intergenerational transitions (e.g., Generation X or baby boomers moving into the aging population and Generation Y or millennials becoming middle-aged adults; ); • Evolving societal expectations such as corporate social responsibility or CSR (Castillo, 2022;Prasad et al, 2022), diversity and inclusion (Arora & Patro, 2021;Yilmaz et al, 2021), environmental social governance or ESG (Lim, Ciasullo et al, 2023), lifelong learning and upskilling (Lang, 2023), purpose-driven work (Collins & Saliba, 2020;Jones-Khosla & Gomes, 2023), sustainability (Lim, 2022a), and work-life balance (Chigeda et al, 2022;Mello & Tomei, 2021;Naim, 2022); and • Ongoing global crises or mega-disruptions such as the COVID-19 pandemic (Lim, 2021(Lim, , 2023b and the Ukraine-Russia conflict (Lim, Chin et al, 2022), among others.…”

Section: Introductionmentioning

confidence: 99%

The workforce revolution: Reimagining work, workers, and workplaces for the future

Lim

2023

Glob Bus Org Exc

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As the world experiences unprecedented changes driven by groundbreaking technological advancements, increasing competitive pressures, shifting demographics, evolving societal expectations, and ongoing global crises or mega-disruptions, the nature of work is evolving at an accelerated pace. This editorial introduces The Workforce Revolution, a critical movement that aims to reimagine work, workers, and workplaces for the future to harness these transformations effectively. As businesses and organizations adapt to new realities, innovative leadership and human resource management strategies become indispensable to ensure long-term success and sustainability. This issue of Global Business and Organizational Excellence explores the latest research, trends, and insights on the topic, providing valuable guidance to leaders and managers as they shape the future of work. Articles within this issue cover a range of topics, including employee expectation-organizational performance gaps, positive and negative workplace behaviors, toxic and responsible leadership, traditional and transformational roles of human resources, and the future of work in the new normal. By equipping leaders and managers with the knowledge to navigate these complexities, the journal aims to foster a more resilient and adaptable workforce, poised to thrive in the dynamic landscape of the future.

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Generative AI and the future of education: Ragnarök or reformation? A paradoxical perspective from management educators

Cited by 429 publications

References 19 publications

Current evidence and opportunities in child and adolescent public mental health: a research review

Current evidence and opportunities in child and adolescent public mental health: a research review

Perception of Students and Teachers Regarding Online Teaching-learning During Covid-19 at University Level

The workforce revolution: Reimagining work, workers, and workplaces for the future

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