Disrupting Higher Education: ChatGPT and Generative AI

Rapid advancements in artificial intelligence and machine learning have created a paradigm shift in how we approach education.

Despite the disruptive changes in technology and the job market, the current and traditional model of higher education has remained stagnant. “If higher education does not make significant changes, then an alternative model of credentialing will replace it,” urges Nancy Gleason, Director of the Hilary Ballon Center for Teaching and Learning at New York University Abu Dhabi.

The article provides a compelling argument for the potential of generative AI – specifically ChatGPT – in higher education. From enabling faster and more efficient learning to encouraging intellectual risk-taking, Gleason advocates for the positive promise it holds for students. By challenging traditional approaches to teaching and learning, the industry is forced to evolve itself. 

She provides four key areas for significant changes:

1. Adaptive Workload Calculations. ChatGPT's ability to generate human-like language at scale is likely to have a profound impact on the way higher education institutions measure student workload and award degrees. Governments and accreditation bodies need to work together to create a more flexible and adaptive system that can better reflect the pitch and rigor of different degrees and disciplines.
2. Flexible Timetabling. Timetabling is a critical aspect of higher education that determines when and how students attend classes and complete their degrees. Universities and colleges need to adopt a more flexible and adaptive approach to timetabling that takes into account the different needs and learning styles of students.
3. Grade-Free Learning. Ungrading, or minimising the use of points and weights on assignments in favour of feedback and student growth, is becoming increasingly popular around the world. It encourages intellectual risk-taking and allows students to focus more on learning rather than just getting good grades.
4. Shifting Ethics. With humans and AI working together, it is becoming increasingly difficult to distinguish between what is human-generated and what is AI-generated. Educators need to work together to ensure equal access to generative AI tools for all students, regardless of economic status, and to regulate the industry to ensure fairness and ethical use.

Nancy Gleason is the Director of the Hilary Ballon Center for Teaching and Learning at New York University Abu Dhabi. Her research focuses on the Fourth Industrial Revolution’s impact on higher education, employment disruption, and upskilling of adults. She is the editor of Higher Education in the Era of the Fourth Industrial Revolution (Springer, 2018).

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