Generative AI in the Australian education system: An open data set of stakeholder recommendations and emerging analysis from a public inquiry

Abstract

The launch of new tools in late 2022 heralded significant growth in attention to the impacts of generative AI (GenAI) in education. Claims of the potential impact on education are contested, but there are clear risks of inappropriate use particularly where GenAI aligns poorly with learning aims. In response, in mid-2023, the Australian Federal Government held an inquiry, calling for public submissions. This inquiry offers a lens onto the policy framing of GenAI in education and provides the object of investigation for this paper. We use the inquiry submissions, extracting structured claims from each. This extraction is provided as an open data set for further research, while this paper focuses on our analysis of the policy recommendations made. Implications for practice or policy For practitioners, policymakers, and researchers. the paper provides an overview and synthesis of submission recommendations and their themes, by source type. For respondents to the inquiry (sources), the paper supports reflection regarding synergies and gaps in recommendations, pointing to opportunity for collaboration and policy development. For stakeholders with responsibility for aspects of policy delivery and/or those applying a critical lens to the inquiry and recommendation framing(s), the paper offers actionable insight.

AI in tertiary education: progress on research and practice

“…A key aspect of these findings is a better understanding of academics' decision making processes in relation to the detection of a human voice in the text (Matthews & Volpe, 2023). Knight et al's (2023) article concludes this themed issue by presenting interesting insights into the commonalities and tensions in response to the use of generative AI in education in Australia and raises the issue of whether the processes of policy creation currently provide opportunities for more diverse views and concerns.…”