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The development of conversational artificial intelligence (AI) has brought about new opportunities for improving the learning experience in education. ChatGPT, a large language model trained on a vast corpus of text, has the potential to revolutionize education by enhancing learning through personalized and interactive conversations. This paper explores the benefits of integrating ChatGPT in education in Thailand. The research strategy employed in this study was qualitative, utilizing in-depth interviews with eight key informants who were selected using purposive sampling. The collected data was analyzed using content analysis and the software NVivo. The study's results indicated that ChatGPT can provide personalized learning experiences by adapting to individual student needs and preferences. Its ability to understand natural language and context can also facilitate more meaningful interactions between students and the system. Additionally, ChatGPT can assist with administrative tasks such as grading and feedback, allowing educators to focus on more personalized and meaningful interactions with students. Furthermore, ChatGPT can serve as a valuable tool for remote learning, providing students with the ability to access educational resources and support outside of traditional classroom settings. The paper also discusses potential ethical considerations in utilizing AI in education, such as data privacy and bias. Overall, this paper argues that the integration of ChatGPT in education has the potential to enhance the learning experience for students by providing personalized, interactive, and efficient support.

Previous literature informed by biopolitical theory has shown how global education for sustainable development differentiates between populations by assigning different roles, responsibilities, and lifestyles to rich and poor. Taking these arguments as a point of departure, this paper first identifies three different 'problems' pertaining to biopolitical differentiation within this literature and then elaborates on potential didactical responses to such problematic differentiation. The suggested didactical responses draw on Judith Butler's theories of vulnerability, Jacques Rancière's ideas of a presupposition of equality, and Michel Foucault's writing on ethics and self-formation. The paper contributes to previous research on biopolitical differentiation in education for sustainable development by suggesting potential didactical responses to the problematics put forth in these works. It also contributes to previous literature on how Butler's, Rancière's and Foucault's theories are relevant to education by relocating the arguments to the context of global implementation of education for sustainable development.

This essay offers a broken narrative concerning the early history of anti-oppressive practice as an approach in the U.K. to youth and community work and the struggles over this in the context of UK higher education between the 1960's and the early 2000's. Educating informal educators as youth and community workers in the UK has been a site of contestation. Aspects of a genealogy of that struggle are presented in ways which link publicly available histories with personal memories and narratives, through the use of a personal archive developed through collective memory work. These are chosen to illuminate the links between theory and practice: on the one hand, the conceptual field which has framed the education of youth and community workers, whose sources lie in the academic disciplines of education and sociology, and, on the other hand, the social movements which have formed the practice of informal educators. Six have been chosen: (1) The long 1968: challenging approaches to authority; (2) the group as a source of learning; (3) The personal and political: experiential learning from discontent; (4) Paolo Freire and Critical Praxis; (5) A critical break in social education and the reality of youth work spaces as defensive spaces; (6) New managerialism: ethics vs. paper trails. The approach taken, of linking memory work with present struggles, is argued to be a generative form for current critical and enlivening practice.

The economic value of education to individuals, families, communities, and nations continues to be one of the key justifications for investments in education globally. Yet, the total value of education should capture the value of both economic and non-economic outcomes that accrue to societies, in addition to all private returns. Unfortunately, there has been little progress to date in terms of estimating not just the social economic return from education, but the social non-economic return (i.e. externalities) that accrue from the experience of participating in education, particularly higher education, in a country such as Ethiopia. This paper aims to address these gaps by exploring whether participation in education yields immediate community benefits in Ethiopia. In particular, it addresses the question: is there evidence that young people who have recently participated in formal education are more engaged with community action in Ethiopia? Community action is an important form of education externality, as it could impact on the development of civic institutions over time in this low-income country. To set this in context, this paper considers the aims and outcomes of the Ethiopian education system with respect to the formation of young people's civic participation, the status of civics and ethical education in the curriculum, and how this relates to values and expectations within the community.

The purpose of this study was to assess the impact, in relation to carbon emissions, of electronic course document use and attitudes to paper consumption levels among third- and fifth-year environmental engineering students (N = 78) enrolled in two courses during the 2015/2016 academic year at the Copperbelt University in Kitwe, Zambia. Data were collected through an online survey, to which 40 students provided complete responses, as well as through semi-structured interviews and observations. Overall, 80% of the students in the sample reported that they read electronic course materials. They also indicated that they ‘know a lot’ about sustainable development, climate change, greenhouse gases and global warming, and agreed that efficient paper use is an important aspect of achieving sustainability. Importantly, the study found that the lecturer’s mode of delivery of course materials influenced the students to develop responsible environmental behaviours such as reading and sharing e-course documents and reusing paper.

Institutional graduate capabilities and discipline threshold learning outcomes require science students to demonstrate ethical conduct and social responsibility. However, neither the teaching nor the assessment of these concepts is straightforward. Australian chemistry academics participated in a workshop in 2013 to discuss and develop teaching and assessment in these areas and this paper reports on the outcomes of that workshop. Controversial issues discussed included: How broad is the mandate of the teacher, how should the boundaries between personal values and ethics be drawn, and how can ethics be assessed without moral judgement? In this position paper, I argue for a deep engagement with ethics and social justice, achieved through case studies and assessed against criteria that require discussion and debate. Strategies to effectively assess science students' understanding of ethics and social responsibility are detailed. [ABSTRACT FROM AUTHOR]

This paper investigates the complex interplay between generative artificial intelligence (AI) and human intellect in academic writing and publishing. It examines the 'organic versus synthetic' paradox, emphasizing the implications of using generative AI tools in educational and academic integrity contexts. The paper critiques the prevalent 'publish or perish' culture in academia, highlighting the need for systemic reevaluation due to generative AI's emerging role in academic writing and reporting. It delves into the legal and ethical challenges of authorship and ownership, especially in relation to copyright laws and AI-generated content. The paper discusses generative AI's diverse roles and advocates for transparent reporting to uphold academic integrity. Additionally, it calls for a broader examination of generative AI tools and stresses the need for new mechanisms to identify generative AI use and ensure adherence to academic integrity and ethics. The implications of generative AI are also explored, suggesting the need for innovative AI-inclusive strategies in academia. The paper concludes by emphasizing the significance of generative AI in various information-processing domains, highlighting the urgency to adapt and transform academic practices in an era of rapid generative AI-driven change. [ABSTRACT FROM AUTHOR]

The South African Research and Development Seminar (on environmental and health education) was intended to engage participants in exploring research designs from cultural/ contextual perspectives, that is, to re-inscribe their methodological practices within the fabric of social life. Participants were encouraged to present their research ‘works in progress’ as a means of ‘growing’ ideas through parallel sets of themed deliberations. Each of us knows, as active researchers, that we need a better conceptual grasp of the complexity of the inquiry process. We recognise that we must learn to operate in uncertain and indeterminate spaces so we seek new insights from diverse philosophical/theoretical notions that privilege ethics, context and socio-cultural interpretations of meaning. We also need opportunities to reflect on local interpretations of themed research issues such as participation, curriculum, and learning within broad contexts which are framed relationally (epistemologies) and which are situated. That, I think, is why we came to South Africa and why some of us will continue to find such venues that help us to trouble our work. This paper attempts to reflect on several issues that trouble our practical work, and on questions that penetrate the field and provide the basis for undoing conversations, for more thoughtful discussions that improve on the superficiality of our scholarship.

The paper positions education and learning in the context of Gilles Deleuze's ethico-political philosophy oriented to becoming-other amidst experiences and events. Deleuze's unorthodox affective epistemology is inseparable from ethics in terms of real-life consequences at the level of practice. The paper presents the critical and clinical analysis of experiential events as texts comprising a mode of the informal pedagogy in terms of creating new concepts, meanings, and values for experience. The logic of sense foregrounds ethical evaluations of experience with regard to multiple directions we might take in novel situations, which disrupt common sense with problems that do not yet yield answers as univocal and unidirectional solutions. The paper conceptualizes a model of the new ethics of integration as a follow-up to the ethics of care in education informed by the relational self-other dynamics and moral interdependence.

This commentary is focused on Robert Sternberg's new Active Concerned Citizenship and Ethical Leadership (ACCEL) model. The new model is well conceived and goes far beyond existing models. It is especially attractive in that the emphasis is on ethics. Now more than ever before there is a clear need for education to support ethical reasoning and behavior, and if this is coupled with active and concerned citizenship, as Sternberg proposes, we may find talents that are as of yet untapped and enormously useful for society. [This article responds to Robert Sternberg's July 2017 article, "ACCEL: A New Model for Identifying the Gifted" (EJ1148989).]

Alasdair MacIntyre and Richard Rorty, in their different ways, have represented the tension between acculturation and individuation, truth and freedom, as central to modern education systems, a tension which, both agree, they have failed to resolve. The paper argues that an additional complication is that in the contemporary postmodern landscape, which prioritises the notion of lifelong learning in its policy discourse, the very notion of education is threatened, and asks whether we should care. It considers MacIntyre's suggestion that the notion of the educated public can solve the former tension and concurrently re-launch the notion of education in the postmodern world--central to MacIntyre's plan is the reform of the university. And against it Rorty's suggestion that acculturation and individuation be regarded as different but connected processes, with individuation conceived as self-creation and located in the non-vocational university.

Pursuing social justice in education raises ethical questions about teaching practice that have not been fully addressed in the social justice literature. Hytten (2015) initiated a valuable way forward in developing an ethics of social justice educators, drawing on virtue ethics. In this paper, I provide additional support to this effort by arguing that a virtue approach to ethics of teaching is in fact compatible with responsiveness to social context in teaching. I then propose a refined framework for considering the virtues of teachers, one which asks us to identify virtues relevant to teaching within the broad categories of intellectual and moral virtue. For any potential virtue of social justice educators, we should then consider (a) its characteristic psychology, (b) its relationship to the aim of social justice, and (c) both the internal and external conditions for its success. I use this framework to elaborate one particular intellectual virtue in teaching for social justice, open-mindedness.

In this paper we share our reflections, as evaluators, on an evaluation where we encountered Excessive Evaluation Anxiety (XEA). The signs of XEA which we discerned were particularly evident amongst the program head and staff who were part of a new training program. We present our insights on the evaluation process and its difficulties, as well as our suggestions for coping with them. We suggest that signs of XEA and its consequences can be reduced by means of developing a detailed contract based on clear rules that is acceptable to all parties (evaluators, evaluands, clients and stakeholders) and would address ethical as well as technical issues. Finally, we propose a guide for formulating such evaluation contracts.

In his later lectures, published as "The Hermeneutics of the Subject," Michel Foucault surveys different modalities of obtaining "truth" about one's self and the world: from Socrates to the Cynics, Stoics, Epicureans and early church writers. Genealogically tracing this opposition between knowing "self and world," he occasionally invites phenomenological enquiry into how this epistemic couplet bears on education. Drawing on three vignettes familiar to educators, my investigation explores modes of discovering self and world through counselling (truth-telling), distributed governance in the classroom and the arts of writing. In each case we confront a paradox of freedom, in that agency is needed, already, to liberate the self from the world. An exegetical task is to show how Foucault worked through this philosophical problem, of relevance to many situations in education, by re-reading Kant, Nietzsche and Heidegger.

Generative Artificial Intelligence (AI-Gen) in education is a challenge for educational administrations due to the benefits and risks of its use. This research seeks to analyse the scientific production of AI-Gen in the educational field. The method used was a bibliometric analysis of descriptive and quantitative documents from the Web of Science database. The VOSviewer statistical programme was used to identify the keyword clusters and to create the network map. The results of this study ascertain that 2023 is the birth of AI-Gen research in education and has since produced a total of 178 papers, where Australia heads the ranking of countries with studies on this subject matter. The ChatGPT phenomenon materialises as a focus of study in the majority of cited research. The study includes seven keyword clusters, where the IA-Gen cluster which is related to terms such as challenges, risks and opportunities are highlighted. Following the discussion, the main conclusion of the study denotes that further research is required on the use of AI-Gen during the teaching-learning process in several educational stages to prevent plagiarism and to obtain a comprehensive understanding of this technology as an educational resource. [ABSTRACT FROM AUTHOR]

Kant's deontological ethics, along with Aristotle's virtue ethics and Mill's utilitarian ethics, is often identified as one of the three primary moral options between which individuals can choose. Given the importance of Kant's moral philosophy, it is surprising and disappointing how little has been written on his important contributions to moral education. Kant argues for a catechistic approach to moral education. By memorising a series of moral questions and answers, an individual learns the basic principles of morality in the same way that Martin Luther believed an individual should learn the tenets of Christianity. The difficulty, however, is that this approach appears to violate a central tenet of Kantian morality: virtuous acts must be performed out of respect for the moral law itself, not due to habituation. This paper demonstrates Kant's significant contribution to moral education by showing how a catechistic moral education establishes the foundation necessary for autonomous action.