[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598473-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-598473-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","policies-for-artificial-intelligence-in-higher-education-a-call-for-action","Policies for Artificial Intelligence in Higher Education - A Call for Action","","This paper argues for developing and adopting artificial intelligence (AI) policies in higher education institutions through a step-by-step institutional process. It addresses the unavoidable implications of AI for teaching and learning and identifies key policy areas stakeholders should consider when drafting appropriate governance. The paper also emphasizes AI literacy needs and lists competencies expected to shape effective policy development across postsecondary education.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/policies-for-artificial-intelligence-in-higher-education-a-call-for-action/598473/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/policies-for-artificial-intelligence-in-higher-education-a-call-for-action/598473.png","ImageObject",300,407,{"name":42,"@type":43},"A glass of water","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why does the paper call for AI policies in higher education?","Question",{"text":63,"@type":64},"The paper highlights urgency in creating guidelines, standards, and policies for AI use as AI expands across education, driven by concerns for teaching, learning, and research such as academic integrity and originality in assessed work.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What are the main benefits of AI in education mentioned in the paper?",{"text":68,"@type":64},"AI can improve teaching methodologies, personalize learning, and streamline administrative processes. It can also support challenges in education and help advance SDG 4, while enabling student support, assistance, learning analytics, and digital literacy training.",{"name":70,"@type":61,"acceptedAnswer":71},"What steps and policy focus areas does the paper emphasize?",{"text":72,"@type":64},"The paper presents a step-by-step process for adopting institutional AI policies and discusses key policy areas stakeholders should consider, along with competencies that influence appropriate policy development.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598473,1792731205,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":112},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| Volume 50 (3) | Fall / Automne 2024 |\n| --- | --- |\n\nPolicies for Artificial Intelligence in Higher Education: A Call for Action  \nPolitiques sur l'intelligence artificielle en enseignement supérieur : un appel à l'action  \nMohamed Ally, Athabasca University, Canada  \nSanjaya Mishra, Commonwealth of Learning, Canada  \nAbstract  \nThis paper highlights the importance of artificial intelligence (AI) policies in higher education institutions and presents a step-by-step process for adopting institutional policies. Emphasizing the inevitable implications on AI in teaching and learning, this paper also discusses key policy areas for consideration by the stakeholders and lists the competencies that will influence appropriate policy development.  \nKeywords: artificial intelligence, GenAI, higher education, policies, postsecondary education  \nRésumé  \nCet article souligne l'importance des politiques sur l'intelligence artificielle (IA) dans les établissements d'enseignement supérieur et présente un processus étape par étape pour l'adoption de politiques institutionnelles. Soulignant les implications inévitables de l'IA dans l'enseignement et  \nl'apprentissage, ce document aborde également les aspects clés des politiques à prendre en considération par les parties prenantes et énumère les compétences qui influenceront l'élaboration d'une politique appropriée.  \nMots-clés : enseignement postsecondaire, enseignement supérieur, IAg, intelligence artificielle, politiques  \nIntroduction  \nThere is a sense of urgency to develop guidelines, standards, and policies for AI use in higher education as the world approaches the “singularity” era, a blurring between humans and machines. The International Organization for Standardization (in ISO/IEC 22989:2022) defined AI as “a technical and  \nCJLT/RCAT Vol. 50 (3)  \nscientific field devoted to the engineered system that generates outputs such as content, forecasts, recommendations or decisions for a given set of human-defined objectives”(International Organization for Standardization, 2022). The Organisation for Economic Co-operation and Development (OECD) defined AI as “a machine-based system that, for explicit or implicit objectives, infers, from the input it receives, how to generate outputs such as predictions, content, recommendations, or decisions that can influence physical or virtual environments”(Russell et al., 2023) . As technologies continue to emerge in the fourth industrial revolution, the use of artificial intelligence has expanded to reach all sectors of society, including education (Ally & Perris, 2022) and there is a need for all citizens to be AI literate to benefit from AI (World Economic Forum, 2024) .  \nBoth students and teachers in higher education institutions use GenAI (Shaw et al., 2023) . Consequently, there are several concerns about the use of AI in teaching, learning, and research. These issues primarily relate to academic integrity (Yusuf et al., 2024) and the originality of student’s work for assessment and grading (Lou, 2024). Therefore, it is essential to develop policies related to AI in higher education. This paper discusses in brief the need for such policies, policy areas to consider, and steps tobe taken to develop ethical guidelines and policies in higher education.  \nBenefits of AI  \nIf designed and implemented properly, AI holds immense potential to revolutionise teaching methodologies, personalise learning experiences, and streamline administrative processes. According to UNESCO (2021), AI also has the potential to address some of the biggest challenges in education today and help achieve SDG 4, to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” However, innovations bring risks and challenges that must be addressed. AI can be used in a variety of areas in education, including teaching, learning, and assessment. AI can benefit higher education by enabling personalised student support; providing teaching,","cbCaipmzvATi0G3I","https://ap.wps.com/l/cbCaipmzvATi0G3I","pdf",468458,12,"English","# Introduction\n## Urgency for AI policies in higher education\n# Benefits of AI\n## Potential for teaching, learning, and administration","[{\"question\":\"Why does the paper call for AI policies in higher education?\",\"answer\":\"The paper highlights urgency in creating guidelines, standards, and policies for AI use as AI expands across education, driven by concerns for teaching, learning, and research such as academic integrity and originality in assessed work.\"},{\"question\":\"What are the main benefits of AI in education mentioned in the paper?\",\"answer\":\"AI can improve teaching methodologies, personalize learning, and streamline administrative processes. It can also support challenges in education and help advance SDG 4, while enabling student support, assistance, learning analytics, and digital literacy training.\"},{\"question\":\"What steps and policy focus areas does the paper emphasize?\",\"answer\":\"The paper presents a step-by-step process for adopting institutional AI policies and discusses key policy areas stakeholders should consider, along with competencies that influence appropriate policy development.\"}]","Policies for Artificial Intelligence in Higher Education - A Call for Action | PDF",1792086998]