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Generative AI in UK Higher Education: A Narrative Review of Institutional Responses, 2022–2024
Subject area: Science,Engineering and Technology · Area of research: Generative AI
DOI: https://doi.org/10.64388/IREV8I5-1719102
Abstract
The advent of ChatGPT in November 2022 and the subsequent emergence of a myriad of generative artificial intelligence (GenAI) tools has created unprecedented challenges for governance, pedagogy and ethics in higher education institutions (HEIs) in the UK. This paper outlines the nature of institutional policy and guidance in the UK higher education sector in 2022-2024 to map the landscape and focus on how this policy and guidance supports the needs of disabled learners. A narrative review approach was used, using policies from the institutions, position statements from representative institutions (Russell Group and MillionPlus) and sector guidance from the Quality Assurance Agency (QAA), Jisc, AdvanceHE and the Office for Students, which have all been publicly available. Thematic analysis and categorisation of documents into typologies of responses were performed. Four predominant typologies of responses were found: prohibition, cautious integration, pedagogical reimagining and strategic silence. By mid-2024, cautious integration was the most common voice, emerging ahead of the most radical. In both typologies, there was little policy attention to the implications of GenAI for disabled learners with only just a few policy documents making any mention of disability provision, reasonable adjustments or inclusive design. Disability gap has been identified which is a big gap in the current guidance and institutional practices within the sector. Policy development and more research is needed that places the voices of disabled students at the centre of GenAI policy.
Keywords
Generative AI, ChatGPT, UK Higher Education, Institutional Policy, Disability, Inclusive Pedagogy, Narrative Review
How to cite this paper
@article{1719102,
author = {Nicki James Shepherd},
title = {Generative AI in UK Higher Education: A Narrative Review of Institutional Responses, 2022–2024},
journal = {Iconic Research And Engineering Journals},
year = {2024},
volume = {8},
number = {5},
pages = {1609-1619},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1719102.pdf},
abstract = {The advent of ChatGPT in November 2022 and the subsequent emergence of a myriad of generative artificial intelligence (GenAI) tools has created unprecedented challenges for governance, pedagogy and ethics in higher education institutions (HEIs) in the UK. This paper outlines the nature of institutional policy and guidance in the UK higher education sector in 2022-2024 to map the landscape and focus on how this policy and guidance supports the needs of disabled learners. A narrative review approach was used, using policies from the institutions, position statements from representative institutions (Russell Group and MillionPlus) and sector guidance from the Quality Assurance Agency (QAA), Jisc, AdvanceHE and the Office for Students, which have all been publicly available. Thematic analysis and categorisation of documents into typologies of responses were performed. Four predominant typologies of responses were found: prohibition, cautious integration, pedagogical reimagining and strategic silence. By mid-2024, cautious integration was the most common voice, emerging ahead of the most radical. In both typologies, there was little policy attention to the implications of GenAI for disabled learners with only just a few policy documents making any mention of disability provision, reasonable adjustments or inclusive design. Disability gap has been identified which is a big gap in the current guidance and institutional practices within the sector. Policy development and more research is needed that places the voices of disabled students at the centre of GenAI policy.},
keywords = {Generative AI, ChatGPT, UK Higher Education, Institutional Policy, Disability, Inclusive Pedagogy, Narrative Review},
month = {November},
doi = {https://doi.org/10.64388/IREV8I5-1719102}
}