Translation. Region: Russian Federal
Source: State University “Higher School of Economics” –
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The International Summer Institute on Artificial Intelligence in Education Research, organized by Institute of Education HSE University together with East China Normal University (ECNU). It was attended by over 50 participants and key speakers from more than ten countries in Asia, Europe, North and South America. They discussed the use of AI technologies in education and other areas.
Opening the program, Professor Meng Yu and Vice Dean of the School of Computer Science at East China Normal University Xu Fei emphasized that the rapid development of AI technologies requires international cooperation and interdisciplinary research. “We are pleased to join forces with the Institute of Education at the Higher School of Economics and are confident that the week in Shanghai will become a starting point for long-term joint projects,” said Meng Yu and Xu Fei.
Director of the Institute of Education Evgeny Terentyev recalled that research alliances between Russian and Chinese universities are acquiring strategic importance and opening up new horizons for cooperation. He also presented the results of one of the latest studies by InoBra — a typology of Russian universities’ reactions to generative AI: from ban to active implementation. The analysis showed that most universities are still in the grey zone, not formalizing the rules for using new technologies.
In his speech, HSE Academic Director Yaroslav Kuzminov outlined five areas in which AI is already transforming higher education. First, this is the need to change educational practices and educational routines. Second, the new role of human cognitive skills. Third, the possibility of overcoming educational failure by establishing a mechanism for personalized feedback. In addition, these are new learning formats (including gaming). The fifth area is new mechanisms for integrating into the labor market, based on real skills, and not on the ability to perform routine operations.
He also emphasized possible areas of using AI for good, to strengthen a person. "Efficient (competent) implementation of AI in education, based on transparent rules, motivation of students to perform more complex tasks with the help of AI than without it, as well as personalized recommendations – all this together can reduce educational failure and release economic potential, creating equal opportunities for the formation of a competitive workforce and ensuring sustainable development. Therefore, let's move towards the literacy of the future and AI literacy with the understanding that economic development without the AI factor is no longer possible, but regression in the case of careless, illiterate use is quite likely," said Yaroslav Kuzminov.
This leitmotif was continued by Ekaterina Kruchinskaya, senior lecturer Department of Higher Mathematics HSE University. She spoke about the results of a survey of students from ten selective (top) universities in Russia. The survey showed that students most often use generative models to retell texts, analyze data, and program, but the time savings remain minimal due to the need to check the results. At the same time, the practices of use are still not organized, and students mainly use AI to relax more, but not to use the capabilities of generative models to perform more complex, creative tasks.
“The danger of using generative AI will be significantly reduced when these practices of its use become more institutionalized, and students are motivated not to imitate, but to improve their real results,” Ekaterina Kruchinskaya summed up.
The lecture was given by Okan Bulut, a professor at the University of Alberta (Canada), who spoke about the problems of using artificial intelligence in education. He highlighted the key challenges in assessing the use of AI and discussed how this technology can be used for the benefit of learning. Continuing the topic, Associate Professor Mick Funghi of the Education University of Hong Kong spoke about changing traditional ideas about computer-supported collaborative learning. He explained that if previously technologies were viewed only as a means for students to interact with each other, now AI tools themselves are becoming full-fledged participants in the process. Using the example of group work with text, Professor Funghi also highlighted the new risks of freeriding – cases when students use AI primarily to save time, rather than to deepen collaboration – and proposed a research agenda focusing on the behavior of individual participants.
The first day ended with academic "speed dating": the participants exchanged ideas for their projects and outlined the tasks they would work on during the week in Shanghai. Ahead of them are a series of lectures, master classes and workshops on research methods. Following the work, each participant will present their research, taking into account the recommendations received during the summer institute from experts from the Institute of Education of the National Research University Higher School of Economics and the Higher Communist Party of Ukraine.
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