This article examines the application of artificial intelligence (AI) in higher education (HE), focusing
on the social sciences within the EduAI project. It begins with an overview of AI's global use in
education, outlining the EduAI project's objectives and key themes. A comprehensive literature review
covers meta-analyses, reports, and studies on AI implementation in HE, conducted by global
organizations. The study emphasizes five critical areas: integrating AI learning in HE, addressing
challenges and opportunities; ethical considerations and digital literacy; enhancing student engagement
through AI; pioneering tech-driven approaches to acquire essential skills; and developing an AI
integrated pedagogical competencies scale, which are central to advancing the EduAI project.
Through analyzing the gathered information, the article provides a critical perspective on AI's role in
HE. The conclusion summarizes the current application of AI in the social sciences and offers
recommendations for future research, particularly in the EduAI project's context.
Abdous, M. (2023). How AI Is Shaping the Future of Higher Ed. Obtained 02 April 2024, de Inside Higher Ed: https://www.insidehighered.com/views/2023/03/22/how-ai-shaping-future- higher-ed- opinion
Akgun, S., & Greenhow, C. (2022). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI and Ethics, 2(3), 431-440.
Alam, A. (2023). Harnessing the Power of AI to Create Intelligent Tutoring Systems for Enhanced Classroom Experience and Improved Learning Outcomes. Em G. D. Rajakumar, Intelligent Communication Technologies and Virtual Mobile Networks (Vols. Lecture Notes on Data Engineering and Communications Technologies, Vol. 171, pp. 571–591). Singapore: Springer Nature. https://doi.org/10.1007/978-981-99-1767-9_42
Almusaed, A., Almssad, A., Yitmen, I., & Homod, R. Z. (2023). Enhancing student engagement: Harnessing ‘AIED’’s power in hybrid education – A review analysis. (J. S. Pub., Ed.) Education Sciences, 13, 632. https://doi.org/10.3390/educsci13070632
Arizona State University-ASU. (2021). ASU’s Experience Center chatbot supports the Sun Devil community. Obtained de Arizona State University-ASU;: https://tech.asu.edu/features/experience- center-chatbot
Baron, J., & Henry, R. (2020). AI Literacy: Why Teachers Need It and How to Build It. International Society for Technology in Education.
BCG-Boston Consulting Group. (2021). The Future of Jobs in the Era of AI. Boston Consulting Group. Obtained 03 April 2024, https://www.bcg.com/publications/2021/impact-of-new-technologies- on-jobs
Brynjolfsson, E., & McAfee, A. (2014, January 20). The Second Machine Age: Work, Progress, and Prosperity in a Time of Brilliant Technologies. W. W. Norton & Company.
Buckingham Shum, S., & Deakin Crick, R. (2016, September 17). Learning Analytics for 21st Century Competencies. Journal of Learning Analytics, 3(2), 6–21. https://doi.org/10.18608/jla.2016.32.2
Budur Turki Alshahrani, Salvatore Flavio Pileggi, & Faezeh Karimi. (2024). A Social Perspective on AI in the Higher Education System: A Semisystematic Literature Review. Electronics, 13(8). doi:https://doi.org/10.3390/electronics13081572
Campbell, R. (11 de March de 2023). Leveraging AI For Better Student Engagement And Learning Outcomes. Obtained em 8 de April de 2024, de https://richardccampbell.com/leveraging-ai-for-better- student-engagement- and-learning-outcomes/
Caswell, C. J., & LaBrie, D. J. (n.d.). Inquiry Based Learning from the Learner’s Point of View: A Teacher Candidate’s Success Story. Scholarship @ Claremont. https://scholarship.claremont.edu/jhm/vol7/iss2/8/
Chai, C. S., Jong, M., & Yan, Z. (2020). Surveying Chinese teachers' technological pedagogical STEM knowledge: A pilot validation of STEM-TPACK survey. International Journal of Mobile Learning and Organisation, 14(2), 203-214.
Chaushi, B. A., Ismaili, F., & Chaushi, A. (2024). Pros and Cons of Artificial Intelligence in Education. International Journal of Advanced Natural Sciences and Engineering Researches, 8(2), 51- 57.
Chu, H., Tu, Y., & Yang, K. (2022). Roles and research trends of artificial intelligence in higher education: A systematic review of the top 50 most-cited articles. Australasian Journal of Educational Technology, 38(3), 22-42. https://doi.org/10.14742/ajet.7526
Cristianini, N. (October de 2016). Intelligence reinvented. (ScienceDirect, Ed.) New Scientist, 232(3097), 37-41. https://doi.org/10.1016/S0262-4079(16)31992-3
Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: the state of the field. International Journal of Educational Technology in Higher Education, 1-22. https://doi.org/10.1186/s41239-023-00392-8
Crompton, H., Burke, D., & Gregory, K. H. (2020). AI-TPACK: Integrating Artificial Intelligence Into the Technological Pedagogical Content Knowledge Framework. Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching, 314-337.
AI INTEGRATED LEARNING FOR HIGHER EDUCATION SOCIAL SCIENCE EDUCATORS
Yıl 2024,
Sayı: Yapay Zeka ve Sosyal Bilimler Öğretimi, 34 - 51, 30.10.2024
This article examines the application of artificial intelligence (AI) in higher education (HE), focusing
on the social sciences within the EduAI project. It begins with an overview of AI's global use in
education, outlining the EduAI project's objectives and key themes. A comprehensive literature review
covers meta-analyses, reports, and studies on AI implementation in HE, conducted by global
organizations. The study emphasizes five critical areas: integrating AI learning in HE, addressing
challenges and opportunities; ethical considerations and digital literacy; enhancing student engagement
through AI; pioneering tech-driven approaches to acquire essential skills; and developing an AI
integrated pedagogical competencies scale, which are central to advancing the EduAI project.
Through analyzing the gathered information, the article provides a critical perspective on AI's role in
HE. The conclusion summarizes the current application of AI in the social sciences and offers
recommendations for future research, particularly in the EduAI project's context.
Abdous, M. (2023). How AI Is Shaping the Future of Higher Ed. Obtained 02 April 2024, de Inside Higher Ed: https://www.insidehighered.com/views/2023/03/22/how-ai-shaping-future- higher-ed- opinion
Akgun, S., & Greenhow, C. (2022). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI and Ethics, 2(3), 431-440.
Alam, A. (2023). Harnessing the Power of AI to Create Intelligent Tutoring Systems for Enhanced Classroom Experience and Improved Learning Outcomes. Em G. D. Rajakumar, Intelligent Communication Technologies and Virtual Mobile Networks (Vols. Lecture Notes on Data Engineering and Communications Technologies, Vol. 171, pp. 571–591). Singapore: Springer Nature. https://doi.org/10.1007/978-981-99-1767-9_42
Almusaed, A., Almssad, A., Yitmen, I., & Homod, R. Z. (2023). Enhancing student engagement: Harnessing ‘AIED’’s power in hybrid education – A review analysis. (J. S. Pub., Ed.) Education Sciences, 13, 632. https://doi.org/10.3390/educsci13070632
Arizona State University-ASU. (2021). ASU’s Experience Center chatbot supports the Sun Devil community. Obtained de Arizona State University-ASU;: https://tech.asu.edu/features/experience- center-chatbot
Baron, J., & Henry, R. (2020). AI Literacy: Why Teachers Need It and How to Build It. International Society for Technology in Education.
BCG-Boston Consulting Group. (2021). The Future of Jobs in the Era of AI. Boston Consulting Group. Obtained 03 April 2024, https://www.bcg.com/publications/2021/impact-of-new-technologies- on-jobs
Brynjolfsson, E., & McAfee, A. (2014, January 20). The Second Machine Age: Work, Progress, and Prosperity in a Time of Brilliant Technologies. W. W. Norton & Company.
Buckingham Shum, S., & Deakin Crick, R. (2016, September 17). Learning Analytics for 21st Century Competencies. Journal of Learning Analytics, 3(2), 6–21. https://doi.org/10.18608/jla.2016.32.2
Budur Turki Alshahrani, Salvatore Flavio Pileggi, & Faezeh Karimi. (2024). A Social Perspective on AI in the Higher Education System: A Semisystematic Literature Review. Electronics, 13(8). doi:https://doi.org/10.3390/electronics13081572
Campbell, R. (11 de March de 2023). Leveraging AI For Better Student Engagement And Learning Outcomes. Obtained em 8 de April de 2024, de https://richardccampbell.com/leveraging-ai-for-better- student-engagement- and-learning-outcomes/
Caswell, C. J., & LaBrie, D. J. (n.d.). Inquiry Based Learning from the Learner’s Point of View: A Teacher Candidate’s Success Story. Scholarship @ Claremont. https://scholarship.claremont.edu/jhm/vol7/iss2/8/
Chai, C. S., Jong, M., & Yan, Z. (2020). Surveying Chinese teachers' technological pedagogical STEM knowledge: A pilot validation of STEM-TPACK survey. International Journal of Mobile Learning and Organisation, 14(2), 203-214.
Chaushi, B. A., Ismaili, F., & Chaushi, A. (2024). Pros and Cons of Artificial Intelligence in Education. International Journal of Advanced Natural Sciences and Engineering Researches, 8(2), 51- 57.
Chu, H., Tu, Y., & Yang, K. (2022). Roles and research trends of artificial intelligence in higher education: A systematic review of the top 50 most-cited articles. Australasian Journal of Educational Technology, 38(3), 22-42. https://doi.org/10.14742/ajet.7526
Cristianini, N. (October de 2016). Intelligence reinvented. (ScienceDirect, Ed.) New Scientist, 232(3097), 37-41. https://doi.org/10.1016/S0262-4079(16)31992-3
Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: the state of the field. International Journal of Educational Technology in Higher Education, 1-22. https://doi.org/10.1186/s41239-023-00392-8
Crompton, H., Burke, D., & Gregory, K. H. (2020). AI-TPACK: Integrating Artificial Intelligence Into the Technological Pedagogical Content Knowledge Framework. Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching, 314-337.
Prazeres, F. G., & Silva-pina, A. (2024). AI INTEGRATED LEARNING FOR HIGHER EDUCATION SOCIAL SCIENCE EDUCATORS. Ankara Uluslararası Sosyal Bilimler Dergisi(Yapay Zeka ve Sosyal Bilimler Öğretimi), 34-51.
AMA
Prazeres FG, Silva-pina A. AI INTEGRATED LEARNING FOR HIGHER EDUCATION SOCIAL SCIENCE EDUCATORS. AUSBD. Ekim 2024;(Yapay Zeka ve Sosyal Bilimler Öğretimi):34-51.
Chicago
Prazeres, Francisca Gonçalves, ve Antonia Silva-pina. “AI INTEGRATED LEARNING FOR HIGHER EDUCATION SOCIAL SCIENCE EDUCATORS”. Ankara Uluslararası Sosyal Bilimler Dergisi, sy. Yapay Zeka ve Sosyal Bilimler Öğretimi (Ekim 2024): 34-51.
EndNote
Prazeres FG, Silva-pina A (01 Ekim 2024) AI INTEGRATED LEARNING FOR HIGHER EDUCATION SOCIAL SCIENCE EDUCATORS. Ankara Uluslararası Sosyal Bilimler Dergisi Yapay Zeka ve Sosyal Bilimler Öğretimi 34–51.
IEEE
F. G. Prazeres ve A. Silva-pina, “AI INTEGRATED LEARNING FOR HIGHER EDUCATION SOCIAL SCIENCE EDUCATORS”, AUSBD, sy. Yapay Zeka ve Sosyal Bilimler Öğretimi, ss. 34–51, Ekim 2024.
ISNAD
Prazeres, Francisca Gonçalves - Silva-pina, Antonia. “AI INTEGRATED LEARNING FOR HIGHER EDUCATION SOCIAL SCIENCE EDUCATORS”. Ankara Uluslararası Sosyal Bilimler Dergisi Yapay Zeka ve Sosyal Bilimler Öğretimi (Ekim 2024), 34-51.
JAMA
Prazeres FG, Silva-pina A. AI INTEGRATED LEARNING FOR HIGHER EDUCATION SOCIAL SCIENCE EDUCATORS. AUSBD. 2024;:34–51.
MLA
Prazeres, Francisca Gonçalves ve Antonia Silva-pina. “AI INTEGRATED LEARNING FOR HIGHER EDUCATION SOCIAL SCIENCE EDUCATORS”. Ankara Uluslararası Sosyal Bilimler Dergisi, sy. Yapay Zeka ve Sosyal Bilimler Öğretimi, 2024, ss. 34-51.
Vancouver
Prazeres FG, Silva-pina A. AI INTEGRATED LEARNING FOR HIGHER EDUCATION SOCIAL SCIENCE EDUCATORS. AUSBD. 2024(Yapay Zeka ve Sosyal Bilimler Öğretimi):34-51.