INFINITE was one of the projects on the spotlight during the “Learning Innovations Summit 2024: Unveiling the Future of Learning & Artificial Intelligence” organized on 13-14 September 2024 by CARDET in collaboration with University of Nicosia (UNIC), University of Groningen and University College Dublin under the auspices of the Cyprus Ministry of Education, Sports, and Youth.
The Learning innovations Summit aimed to highlight the transformative power of emerging technologies and explore the latest in educational technology, innovative applications, and diverse perspectives that will revolutionise how we learn. The event was supported by another EU-funded project: LeaderAI focusing on learning analytics and AI for personalised learning.
Prof. Eleni Mangina from University College Dublin, leading the INFINITE’s AI Digital Hub development, addressed the audience on the first day of the summit with a keynote speech on “Navigating the AI and XR opportunities for Education: Cases studies and Critical Perspectives”.
The keynote explored the transformative role of AI and Extended Reality (XR) in modern education. Through real-world case studies, Dr. Mangina showcased how these technologies are being implemented across various educational settings, highlighting both successes and challenges. The speech critically examined the ethical and practical implications of AI systems and XR technologies, offering insights into how educators can navigate these opportunities to enhance teaching and learning around the globe.
Our INFINITE project focusing on the use of AI for professional and pedagogical practices in higher education was highlighted among a variety of exciting projects that are currently running in their lab at UCD.
During the parallel sessions, Dr. Francisco Castillo from the University of Groningen, coordinating the INFINITE project, provided an overview of the project activities.
He also presented a pilot study co-authored with Lize Michorius and Miquel Pérez, focusing on integrating AI into educators’ teaching practices through tailored professional development, emphasizing critical AI literacy. The study aimed to enhance educators’ critical understanding of AI, promote ethical awareness, and foster responsible AI integration in higher education.
Employing a design-based research approach, the study developed and assessed a comprehensive critical AI literacy workshop. Seven educators specialising in science education and communication participated in the workshop, which utilised social constructivist learning principles to encourage a critical perspective on AI’s use in education.
The session was well-received, sparking insightful discussions on the importance of critical AI literacy in shaping the future of education. The University of Groningen’s contribution underscored the need for ongoing research and collaboration in developing educational practices that are innovative, equitable, inclusive, and critically engaged with emerging technologies.
Ms Eleni Trichina and Dr Efi Nisiforou from the University of Nicosia, leading the WP2 of the project, presented also the findings from their study on AI in HE in Cyprus. Through comprehensive desk and field research, the findings revealed a diverse range of AI applications in HE, including enhancing teaching quality, streamlining administrative tasks, and supporting personalised learning experiences. However, the study also highlighted significant ethical risks, such as concerns about bias, privacy, and equity. To mitigate these risks, clear guidelines and ethical frameworks are essential.
The research demonstrated the positive impact of AI on both Cyprus’ university teachers’ and students’ teaching and learning processes, showcasing improvements in instructional support and administrative efficiency. As highlighted, moving forward, institutions should prioritise AI literacy training, invest in technological infrastructure, and foster collaborative partnerships to develop ethical AI solutions aligned with educational goals. The University of Nicosia colleagues concluded the presentation by mentioning the future actions that should focus on exploring emerging AI technologies and interdisciplinary approaches to fully leverage their transformative potential in HE.
The summit served as a global platform to explore and collectively envision a future where equitable access to knowledge, personalised learning, and global collaboration are not just ideals but the norm. With technology as a catalyst, participants aimed to harness its power, discover its endless applications in teaching and learning, and create an educational landscape that is innovative, equitable, and inclusive.