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Asymmetrical innovation; AI as educational disruptor or as ethical-ecological tinderbox?
Byrne, Edmond P.
Byrne, Edmond P.
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EESD2025_#68_Byrne.pdf
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2025
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Abstract
Artificial intelligence (AI), in particular generative AI, which has emerged in the 2020's, promises to significantly disrupt across education and society. AI is truly transformative across virtually every aspect of society; medicine, manufacturing, military applications, media, and in the nature and world of work. It also challenges traditional modes of education, and the important activity of assessment, in particular continuous assessment. While AI can undoubtedly deliver societal good on a number of levels and for specific applications, this paper seeks to take a step back and look at the bigger picture, including the trajectory that AI and generative AI is leading society on in its actual use in the context of the metacrisis. It takes a critical approach, and considers possible implications, including ethical implications. It thus questions the value and acritical use of generative AI, in particular in an educational context, while seeking to consider some alternative approaches.
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Keywords (free text)
program assessment, engineering education, engineering for sustainable development, education for sustainabilty, sustainability in engineering