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From Guidelines to Governance: A Study of AI Policies in Education

Authors
Aashish Ghimire,
John Edwards
Date
Publisher
arXiv
Link
https://arxiv.org/pdf/2403.15601
Emerging technologies like generative AI tools, including ChatGPT, are increasingly utilized in educational settings, offering innovative approaches to learning while simultaneously posing new challenges. This study employs a survey methodology to examine the policy landscape concerning these technologies, drawing insights from 102 high school principals and higher education provosts. Our results reveal a prominent policy gap: the majority of institutions lack specialized guide-lines for the ethical deployment of AI tools such as ChatGPT. Moreover,we observed that high schools are less inclined to work on policies than higher educational institutions. Where such policies do exist, they often overlook crucial issues, including student privacy and algorithmic transparency. Administrators overwhelmingly recognize the necessity of these policies, primarily to safeguard student safety and mitigate plagiarism risks. Our findings underscore the urgent need for flexible and iterative policy frameworks in educational contexts.
Study at a glance
  • Question: What policies do educational institutions have in place for generative AI tools like ChatGPT?
  • Setting and data: 102 high school principals and higher education provosts.
  • Method: Survey.
Why it matters

Emerging generative AI tools like ChatGPT are increasingly utilized in educational settings. While they offer innovative approaches to learning, they simultaneously pose new challenges.

Key findings
  • In a survey of 102 high school principals and college provosts, most institutions lacked specialized guidelines for ethical AI use.
  • High schools were less inclined to develop AI policies than colleges, and existing policies frequently overlooked student privacy and algorithmic transparency.
  • Administrators overwhelmingly viewed AI policies as necessary, primarily to safeguard student safety and reduce plagiarism risks.

Summary drafted with AI from the paper’s abstract and may contain errors. See the full paper for details.

What is the application?
Organizing
Who is the user?
Student,
Educator
Who age?
High School (9-12),
Post-Secondary
Why use AI?
Efficiency,
Outcomes – Other Academic,
Outcomes – Differentiation,
Other
Study design
Descriptive – Implementation and Use,
Quantitative – Others
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