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The impact of AI on inclusive learning communities

Forsyth, Rachel LU orcid ; Hamshire, Claire ; Olumu, Kevwe and King, Elizabeth (2025)
Abstract
The possibilities of generative artificial intelligence (GenAI) are both exciting and potentially concerning in many aspects of higher education. One concern may be that the increased use of GenAI tools exacerbates and perpetuates structural inequities due to the material used to train these tools, counteracting efforts to build inclusive learning communities. In this chapter, we consider how university students and staff can work together to identify, challenge and mitigate the impacts at a course, departmental and institutional level and take a constructive and nuanced approach to the use of GenAI to build both trust and inclusive learning communities. This work is based on a longitudinal review of a series of institutional change... (More)
The possibilities of generative artificial intelligence (GenAI) are both exciting and potentially concerning in many aspects of higher education. One concern may be that the increased use of GenAI tools exacerbates and perpetuates structural inequities due to the material used to train these tools, counteracting efforts to build inclusive learning communities. In this chapter, we consider how university students and staff can work together to identify, challenge and mitigate the impacts at a course, departmental and institutional level and take a constructive and nuanced approach to the use of GenAI to build both trust and inclusive learning communities. This work is based on a longitudinal review of a series of institutional change projects over seventeen years, including a recent project to review and recommend policy on the use of GenAI tools in teaching and assessment. We outline the potential benefits and challenges of GenAI tools in relation to equity and inclusion, consider approaches to capture views and experiences and make some suggestions for actions which can involve students and staff in collaborative work to ensure the safe and fair use of GenAI tools in higher education. (Less)
Please use this url to cite or link to this publication:
author
; ; and
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
submitted
subject
categories
Higher Education
host publication
Handbook on AI in Higher Education
publisher
Edward Elgar Publishing Ltd.
language
English
LU publication?
yes
id
3ab51fd7-d9a2-4866-a470-289565da2b2e
date added to LUP
2024-11-27 11:34:20
date last changed
2025-04-23 09:35:24
@inbook{3ab51fd7-d9a2-4866-a470-289565da2b2e,
  abstract     = {{The possibilities of generative artificial intelligence (GenAI) are both exciting and potentially concerning in many aspects of higher education. One concern may be that the increased use of GenAI tools exacerbates and perpetuates structural inequities due to the material used to train these tools, counteracting efforts to build inclusive learning communities. In this chapter, we consider how university students and staff can work together to identify, challenge and mitigate the impacts at a course, departmental and institutional level and take a constructive and nuanced approach to the use of GenAI to build both trust and inclusive learning communities. This work is based on a longitudinal review of a series of institutional change projects over seventeen years, including a recent project to review and recommend policy on the use of GenAI tools in teaching and assessment. We outline the potential benefits and challenges of GenAI tools in relation to equity and inclusion, consider approaches to capture views and experiences and make some suggestions for actions which can involve students and staff in collaborative work to ensure the safe and fair use of GenAI tools in higher education.}},
  author       = {{Forsyth, Rachel and Hamshire, Claire and Olumu, Kevwe and King, Elizabeth}},
  booktitle    = {{Handbook on AI in Higher Education}},
  language     = {{eng}},
  publisher    = {{Edward Elgar Publishing Ltd.}},
  title        = {{The impact of AI on inclusive learning communities}},
  year         = {{2025}},
}