Integrative Generative Learning: a higher educational model for artificial intelligence challenges

Authors

DOI:

https://doi.org/10.31637/epsir-2024-1685

Keywords:

AI literacy, digital skills, generative learning, higher education, active methodologies, entrepreneurship education, ChatGPT, critical thinking

Abstract

Introduction: Technology has revolutionized higher education as a driver of academic innovation. Artificial Intelligence (AI) and tools such as ChatGPT represent opportunities and important challenges. This phenomenon is transforming the learning process and requires adaptation. Methodology: From hermeneutics, educational trends have been analyzed, including the competencies model, student-centered learning (SCL), and constructivist theories of generative learning, inquiring into the elements necessary to develop adequate AI literacy in the university environment. Results: The Integrative Generative Learning model is presented as a three-level framework for action to evaluate the implementation of generative AI in higher education. Discussion: The levels of impact of the model are discussed, emphasizing the ethical aspects, methodological and evaluation implications in the interaction with AI in the process of acquiring knowledge, competencies and skills for university studies. Conclusions: It is necessary to develop a model that integrates methodological, ethical and competency-based aspects such as critical thinking, creativity and analytical skills to assess the challenges and opportunities offered by AI in a comprehensive way in higher education.

Keywords: AI literacy; digital skills; generative learning; higher education; active methodologies; entrepreneurship education; ChatGPT; critical thinking.

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Author Biographies

Margarita Nuñez-Canal, Nebrija University

PhD from the CEU San Pablo University. Accredited with a contract-doctorate with a recognised six-year research period. Senior Fellow of the Higher Education Academy. Master in Law and Economics from the University of Rotterdam and Degree in Law from the Complutense University of Madrid. Undergraduate and postgraduate lecturer at Universidad Nebrija. Researcher, research line, business, entrepreneurship, digital skills, artificial intelligence in education and digitisation. She is currently Director of Postgraduate Studies at Nebrija Business and Technology School.

Ana Fernandez Ardavin, Nebrija University

PhD in Economics from the Complutense University of Madrid. Accredited Associate Professor. Professor of Economics. Dean of the Faculty of Economics and Business at the Universidad Nebrija.

Luis Dçiaz-Marcos, Nebrija University

PhD in Economics from Nebrija University. Master in Business Administration Houston University Professor of Economics and Finance Degree in Law from Universidad Complutense. Vice-Rector for Academic Planning and Teaching Staff at Universidad Nebrija.

Oscar Aguado-Tevar, Nebrija University

Mining Engineer and PhD from the Polytechnic University of Madrid. Master in Managerial Energy Economics from the University of Oklahoma and Master in Management from HEC Paris. Professor of Economics and Finance. Managing Director of Nebrija University

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2024-11-20

How to Cite

Nuñez-Canal, M., Fernandez Ardavin, A., Dçiaz-Marcos, L., & Aguado-Tevar, O. (2024). Integrative Generative Learning: a higher educational model for artificial intelligence challenges. European Public & Social Innovation Review, 9, 1–21. https://doi.org/10.31637/epsir-2024-1685

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Vol. 9 (2024)

Section

INNOVATING IN THE GALAXY OF ARTIFICIAL INTELLIGENCE

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Copyright (c) 2024 Margarita Nuñez-Canal, Ana Fernandez Ardavin, Luis Díaz-Marcos, Oscar Aguado Tevar

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