Preparing Educators and Students at Higher Education Institutions for an AI-Driven World

Jamie Magrill; Barry Magrill

doi:10.20343/teachlearninqu.12.16

Authors

Jamie Magrill McGill University https://orcid.org/0000-0003-0124-7323
Barry Magrill Capilano University Centre for Teaching Excellence https://orcid.org/0009-0004-5637-4308

DOI:

https://doi.org/10.20343/teachlearninqu.12.16

Keywords:

generative AI tools, AI integration in higher education, skills gap in AI education, AI-driven workforce, complex task generation

Abstract

The rapid advancement of artificial intelligence technologies, exemplified by systems including Open AI’s ChatGPT, Microsoft’s Bing AI, and Google’s Bard (now Gemini 1.5Pro), present both challenges and opportunities for the academic world. Higher education institutions are at the forefront of preparing students for this evolving landscape. This paper examines the current state of AI education in universities, highlighting current obstacles and proposing avenues of exploration for researchers. This paper recommends a holistic approach to AI integration across disciplines, fostering industry collaborations and emphasizing the ethical and social implications of AI. Higher education institutions are positioned to shape an educational environment attuned to the twenty-first century, preparing students to be informed and ethical contributors in the AI-driven world.

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Author Biographies

Jamie Magrill, McGill University

Jamie Magrill (CAN) is an MD-PhD student at McGill University. Jamie Magrill holds an MSc in biomedical sciences from the Hebrew University of Jerusalem and an HonBSc from the University of British Columbia.

Barry Magrill, Capilano University Centre for Teaching Excellence

Barry Magrill (CAN) is a coordinator and educational developer in the Centre for Teaching Excellence at Capilano University. Barry Magrill holds a PhD from the University of British Columbia, and an MA and HonBA from York University.

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