Date
Publisher
arXiv
This study conducts a comparative analysis of national policies on Generative AI across four countries: China, Japan, Mongolia, and the USA. Employing the Qualitative Comparative Analysis (QCA) method, it examines the responses of these nations to Generative AI in higher education settings, scrutinizing the diversity in their approaches within this group. While all four countries exhibit a positive attitude toward Generative AI in higher education, Japan and the USA prioritize a human-centered approach and provide direct guidance in teaching and learning. In contrast, China and Mongolia prioritize national security concerns, with their guidelines focusing more on the societal level rather than being specifically tailored to education. Additionally, despite all four countries emphasizing diversity, equity, and inclusion, they consistently fail to clearly discuss or implement measures to address the digital divide. By offering a comprehensive comparative analysis of attitudes and policies regarding Generative AI in higher education across these countries, this study enriches existing literature and provides policymakers with a global perspective, ensuring that policies in this domain promote inclusion rather than exclusion.
Study at a glance
- Question: How do national policies on generative AI in higher education compare across China, Japan, Mongolia, and the USA?
- Setting and data: National policies on generative AI across four countries: China, Japan, Mongolia, and the USA.
- Method: Comparative policy analysis (Qualitative Comparative Analysis, QCA)
Why it matters
Understanding the diversity of national approaches to Generative AI in higher education provides policymakers with a global perspective, ensuring that policies in this domain promote inclusion rather than exclusion.
Key findings
- In higher education across China, Japan, Mongolia, and the USA, all four national policies show positive attitudes toward generative AI.
- Japan and the USA emphasize human-centered approaches with direct teaching guidance, whereas China and Mongolia prioritize broader national security concerns over education.
- Despite emphasizing diversity, equity, and inclusion, all four nations consistently fail to clearly discuss or implement measures addressing the digital divide.
Summary drafted with AI from the paper’s abstract and may contain errors. See the full paper for details.
What is the application?
Who is the user?
Who age?
Why use AI?
Study design
