Two Facets of AI-Driven Applications for Sustainable Learning and Development: A Systematic Review of Tech-Entrepreneurial Benefits and Threats to Creative Learning

Abstract

Artificial Intelligence (AI)-powered technologies are revolutionising the landscape of education, ushering in a myriad of possibilities and challenges. This article delves into the dual nature of AI-driven tools in education, spotlighting pivotal advancements like automated grading, personalised learning algorithms, online monitoring, content filtering, AI-based learning tools, Chat Generative Pre-trained Transformer (ChatGPT) and standardised testing (ST) platforms. Ultimately, the examination reveals a spectrum of advantages, risks and considerations associated with AI-driven educational applications. Employing the PRISMA protocol, this study systematically reviews peer-reviewed literature concerning the implementation and ethical implications of AI in higher education. The analysis incorporates 36 scholarly articles, uncovering the entrepreneurial advantages of AI, such as tailored learning experiences, self-assessment opportunities, heightened efficiency, skill enhancement and reduced educational disparities. Concurrently, the research identifies potential hazards, including user profiling, plagiarism, academic integrity breaches and excessive reliance on technology that may hinder creative learning dynamics. Crucial concerns emerge, encompassing the possible devaluation of educators' roles, privacy issues inherent in personalised learning platforms and the intrusive nature of online surveillance. Additionally, the study highlights biases embedded within AI algorithms and apprehensions regarding job displacement within the academic community. To steer AI integration responsibly within higher education, the investigation explores ethical frameworks and models, offering pragmatic suggestions for institutions. Recommendations advocate for a balanced approach, emphasising judicious AI utilisation and the formulation of institutional policies. This chapter's distinctiveness lies in its innovative stance, striving to reconcile the technical and entrepreneurial benefits of AI applications with the preservation of creativity in higher education contexts.

Citation

Raimi, L., Bamiro, N.B. and Lim, S.A. (2024), "Two Facets of AI-Driven Applications for Sustainable Learning and Development: A Systematic Review of Tech-Entrepreneurial Benefits and Threats to Creative Learning", Crowther, D. and Seifi, S. (Ed.) Social Responsibility, Technology and AI (Developments in Corporate Governance and Responsibility, Vol. 23), Emerald Publishing Limited, Leeds, pp. 223-248. https://doi.org/10.1108/S2043-052320240000023012