Comparative Study of Generative Artificial Intelligence Policies in Education:Agreement,Disparities,and Advances in Implementation
Recent years have seen a significant increase in interest in the use of generative artificial intelligence in education,because of the technology's potent generative capabilities,which have revitalized the educational sector.The lack of specific legislation and regulations in China regarding the use of generative AI in education,however,presents a significant obstacle to the technology's widespread adoption.In order to make up for this policy gap,this study uses the content analysis method to analyze the representative international policies related to generative AI educational applications that have been released,examines the agreement,disagreements,and suggested changes to the three sets of international policies based on six fundamental dimensions of generative AI educational applications:teachers'instruction,students'instruction,teaching evaluation,teaching research,learning tutoring,and educational management.There are five ways to implement generative AI education in China:first,reshape the educational blueprint and eliminate potential pitfalls with regulatory safeguards;second,strengthen the regulatory system and prevent potential risks with legal supervision;third,keep the goal of education front and center and continuously improve teachers'digital competency;fourth,increase students'digital literacy and incorporate the humanism concept;and fifth,adapt to the scenarios and objects and innovate the application modes and methods.
Generative artificial intelligenceEducation policiesContent analysis methodDigital literacyRegulatory system
NETL
NSTL
万方数据
