Karl Marx’s thoughts on critical pedagogy, reproduction, and aesthetic literacy in STEAM education and praxis

ChatGPT and its ethical implications for STEM research and higher education: a media discourse analysis

“…Concerning the advent of ChatGPT, a rapidly growing body of evidence (e.g., philosophical, positional, literature review papers, and monographs) argued that ChatGPT would be helpful to numerous professionals, instructors, and students (Gan & Bai, 2023;Rayner, 2023;Shen et al, 2023;Stojanov, 2023;Peters et al, 2023b). For instance, Rayner (2023) stated that diverse stakeholders, such as scientists, researchers, instructors, and students in business economics, mathematics, physics, data science, and information systems, could improve their creative writing, coding skills, and common-sense reasoning at large.…”

“…It promoted radical STEM and ICT advancement and political-economic climate changes, such as a knowledge-based society, network society, and cyber society (Gan & Bai, 2023). In this regard, concern for the digital gaps and cultural leaps has grown for socioeconomically marginalized individuals; teachers, students, and employees may have faced various challenges associated with digital capitalism, so their personal academic and professional goals could be influenced by the level of digital literacy and technical proficiency of new technology and media (Gan & Bai, 2023). Furthermore, Peters et al (2023a) illuminated bio-digital technology at the nexus of human intelligence and AI.…”

“…To recall, in recent decades, STEM scholars have been promoting scientific knowledge and learning outcomes with equity for students in the contemporary neoliberal academic and capitalist market economic structures (Gan & Bai, 2023;Hughes et al, 2022). They have conceptualized the smart campus and classroom, which promotes the digitalization of education by combining high-end technologies to support teachers and learners.…”

“…With the increasing demand brought on by the beginning of the fourth industrial revolution (4IR) in the period of post-digital education and bio-digital technology, artificial intelligence (AI) has played a pivotal role in supporting human intelligence (Gan & Bai, 2023;Knox, 2019;MacKenzie et al, 2022;Miller, 2019;Moreno-Guerrero et al, 2022;Peters et al, 2023a;Salas-Pilco & Yang, 2022). Briefly defined, AI is a computing system that supports human intelligence through which individuals use their cognitive ability and intellectual knowledge to solve problems and tasks (Knox, 2019).…”

“…Notably, STEM has long contributed to developing the infrastructures of higher education and thinktank research, facilitating numerous human projects and tasks in diverse professional fields (Hughes et al, 2022;Li, 2014;Li et al, 2020Li et al, , 2022Marín-Marín et al, 2021;Peters, 2017;Wu et al, 2022). 1 Despite the rapid evolution of AI, the recent advent of the Chat Generative Pre-Trained Transformer (henceforth: ChatGPT) has influenced the knowledge ecology system, affecting public administration, medical and healthcare management, business enterprises, social agencies, cultural organizations, and educational institutions at large (Gan & Bai, 2023;Peters et al, 2023aPeters et al, , 2023bThorp, 2023). ChatGPT was introduced by Ope-nAI and officially launched on November 30, 2022.…”