The scope and limitations of using artificial intelligence in the higher education process
TL;DR
The reflective and critical approach proposed in the paper could potentially mitigate the known negative effects on students’ cognitive development and autonomy, positioning AI as a tool that enhances, but does not replace, traditional teaching and learning processes.
Abstract
Artificial intelligence (AI) systems have become key actors in the production and dissemination of knowledge, and are now embedded in both students’ academic work and the scientific community at large. This paper examines the use of generative artificial intelligence in higher education, with particular emphasis on the institutional and normative frameworks in the Republic of Serbia that shape the possibilities and limitations of its application. It reviews relevant legislation, policies, and strategic documents, focusing on the questions of responsible and trustworthy AI use in teaching and learning processes. The analysis shows that the rapid technological development in this field has not been accompanied by an adequate level of institutional adaptation. Instead, current legislation, by-laws, and university regulations delegate decisions on the responsible, ethical and secure use of AI to individual interpretation and the personal attitudes of those involved in the teaching process. Furthermore, these regulatory frameworks rest on the assumption that the use of AI systems in higher education leads to the formation of a so-called “creative population”. The paper critically interrogates this assumption by addressing the very notion of creativity and the cognitive processes involved in using generative AI. The consequences of using AI in higher education relate to issues of authorship, originality, and the risk of overreliance on technological systems in tasks traditionally grounded in human ingenuity. By addressing these issues, the paper seeks to offer a new perspective on the fundamental dilemmas accompanying the integration of AI into the university context, as well as to identify key aspects of future educational policies and practices. The reflective and critical approach proposed in the paper could potentially mitigate the known negative effects on students’ cognitive development and autonomy, positioning AI as a tool that enhances, but does not replace, traditional teaching and learning processes.