TECHNOLOGY
could be used whereby students first use ChatGPT to learn the foundation concepts and then utilise said concepts to solve problems. Moreover, a gamification approach will enhance student engagement and the overall learning experience. We need to help students understand how they should be using ChatGPT so they can recognise what constitutes responsible and ethical use. One critical dimension of education is to make students reflect and question what they have been
on the most recent developments, or integrating multiple case studies in order to create a brand new one; this will be difficult for ChatGPT to answer as it is not trained in recent events. Next, assessment questions should focus on students critically analysing the scenario, developing evidence‑based arguments, sharing personal reflections, receiving formative feedback and incorporating changes based on that feedback. This will require students to use their own intelligence and contextual awareness, while supporting arguments using authentic evidence and collaborating with their peers, which currently ChatGPT cannot do in the sense that it does not understand the meaning behind the words, human values and social fabrics of society. Finally, a new dimension focusing on the process of learning should be introduced, in which students need to clearly explain where, how and why they have used ChatGPT and the different sources available to them. The motivation behind this is to focus on the learning process by including several components and introducing deadlines for each part of the assignment. This will require students to focus on multiple tasks and collaborate with their peers, making it both time-consuming and irrelevant to use ChatGPT to do their work for them. Blended learning with a twist ChatGPT can provide baseline information on various topics in a format and language that students can easily understand and digest. Therefore, teachers should design learning sessions around the various subjects in such a way as to encourage deeper learning and reflection that will impart real wisdom, something that ChatGPT is currently lacking. A new blended learning format
taught, as well as enabling them to learn from their mistakes. Generative AI applications are becoming more sophisticated so quickly that by the time we get to grips with one version, it might already have become redundant. History tells us that technologies which were not initially accepted in the education sector later became an integral part of pedagogy. For example, the use of calculators, online learning (ie MOOCs), smartphones and game‑based classes were all eventually accepted. Our human minds and creative intellect have always found a way to integrate new technologies to enhance existing pedagogical practices. Where there is a crisis, there is an opportunity to rejuvenate and innovate – and with the emergence of ChatGPT we are facing a similar situation. Therefore, we should learn from past experiences and integrate AI into our teaching practices, working around any possible threats to better utilise it for engaging students. This will help our up-and-coming cohorts to understand, experience and develop collective intelligence capabilities, especially how human skills can be combined with machine intelligence to work together in a responsible, cautious, ethical and humane manner, while upholding societal values.
BIOGRAPHIES
Pawan Budhwar is the 50th anniversary professor of international human resource management at Aston Business School in the UK. He is the co-vice chair of research & publications at the British Academy of Management and is a fellow both there and at the Academy of Social Sciences. Budhwar is also the co-editor-in-chief of Human Resource Management Journal . He received the International Federation of Scholarly Management Award in 2022 and the British Academy of Management medal for research leadership in 2021
Soumyadeb Chowdhury is an associate professor in emerging technology and sustainability management and head of the Research Centre of Excellence on Sustainable Development and Corporate Social Responsibility at TBS Education in Toulouse, France. He is a senior fellow of the Higher Education Academy and has extensively explored threats posed by emerging technologies to traditional teaching and business practices. His project, The Blind Search , won the prize for Best Innovation Strategy in the 2023 AMBA & BGA Excellence Awards
Samuel Fosso-Wamba is a professor in information systems and data science and the associate dean for research at TBS Education. He features among the top two per cent of the most influential scholars globally, based on the Mendeley database for 2020-22. Fosso Wamba also ranks in Clarivate’s one per cent of most cited scholars in the world during the same time period and was rated the fourth-best business and management scientist in France for 2023 by research.com
Ambition | JUNE 2023 | 17
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