Generative AI in the Australian education system: An open data set of stakeholder recommendations and emerging analysis from a public inquiry

Authors

DOI:

https://doi.org/10.14742/ajet.8922

Keywords:

policy analysis, content analysis, edtech, participatory, AI ethics

Abstract

The launch of new tools in late 2022 heralded significant growth in attention to the impacts of generative AI (GenAI) in education. Claims of the potential impact on education are contested, but there are clear risks of inappropriate use particularly where GenAI aligns poorly with learning aims. In response, in mid-2023, the Australian Federal Government held an inquiry, calling for public submissions. This inquiry offers a lens onto the policy framing of GenAI in education and provides the object of investigation for this paper. We use the inquiry submissions, extracting structured claims from each. This extraction is provided as an open data set for further research, while this paper focuses on our analysis of the policy recommendations made.

Implications for practice or policy

  • For practitioners, policymakers, and researchers. the paper provides an overview and synthesis of submission recommendations and their themes, by source type.
  • For respondents to the inquiry (sources), the paper supports reflection regarding synergies and gaps in recommendations, pointing to opportunity for collaboration and policy development.
  • For stakeholders with responsibility for aspects of policy delivery and/or those applying a critical lens to the inquiry and recommendation framing(s), the paper offers actionable insight.

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Published

2023-12-22

How to Cite

Knight, S., Dickson-Deane, C., Heggart, K., Kitto, K., Çetindamar Kozanoğlu, D., Maher, D., Narayan, B., & Zarrabi, F. (2023). Generative AI in the Australian education system: An open data set of stakeholder recommendations and emerging analysis from a public inquiry. Australasian Journal of Educational Technology, 39(5), 101–124. https://doi.org/10.14742/ajet.8922

Issue

Section

Themed issue 2023 - AI in tertiary education: impacts for research and practice