Focus Area 1 :
The Evolution of Education for Industry 5.0
Education, Academic Integrity, & Artificial Intelligence
The rapid development and accessibility of artificial intelligence technology puts traditional teaching pedagogies at the risk of obsolescence. Increasingly advanced chatbots and AI aided proofreading/writing tools may now permit students to vastly augment their work and raises questions of ethics and policy which require urgency.
Guiding Question 1 -
In what ways would the advent of artificial intelligence technologies impact education and academic integrity? What is the current position of the existing policy framework on this issue?
Guiding Question 2 -
How and to what degree, if at all, should the education system permit the utilisation of artificial intelligence technologies?
Guiding Question 3 -
Which enforcement or detection mechanisms can be created to maintain academic honesty? Is a greater reliance on mutual trust an inevitability?
Guiding Question 4 -
In what ways should stakeholders collaborate to enhance the education provided to students?
Technology, Curriculum, & Thinking Skills
The drastically altered workplace, accessibility of technology, and the increasing divergence between the demands of school education, university education, and the workplace itself calls for a re-examination of our current pedagogies and curricula. Bridging social and economic gaps in education while maintaining the relevance of education raises questions of policy and pedagogy.
Guiding Question 1 -
How effective is our current education and curriculum framework in addressing the needs of the workplace? What is the nature of the relationship between schools and higher education institutions, and to what degree do the policies of one restrict the other?
Guiding Question 2 -
What is the current scenario in education? To what degree has the use of technology been integrated, and how do existing education policies envision the same?
Guiding Question 3 -
How and to what degree, if at all, should the utilisation of technology such as calculators and laptops be permitted? How, if at all, would the thinking skills of students be impacted, and how, if at all, might this impact be remedied?
Guiding Question 4 -
What social and economic considerations must be made while formulating policy decisions on technology? How might these inequalities or differences be mitigated?
Guiding Question 5 -
How must should collaboration between different stakeholders in the space be achieved to arrive at an optimal outcome for students?
Digital Literacy, Cyber-awareness, & Inclusion
The advent of artificial intelligence technology, changing social media landscapes, and new avenues for cybercrime render a requirement to update our current practices in the space of digital literacy with a renewed focus on inclusion for all social, economic, and linguistic groups around the world.
Guiding Question 1 -
How effective are our current mediums for raising Cyberawareness and providing digital literacy? What is relationship and degree of cohesion amongst these mediums? What is the current policy framework for digital literacy and cyber-awareness?
Guiding Question 2 -
How does the advent of new social media and messaging platforms or practices alter the requirements for Cyberawareness and digital literacy? What new threats to potentially educate for, emerge? How does this impact adolescents, and what specific measures may be necessary to cater to this demographic?
Guiding Question 3 -
How must cooperation between stakeholders be handled to ensure digital literacy is achieved universally?
Guiding Question 4 -
How might linguistic, religious, regional, or ability-induced barriers impact the achievement of digital literacy? How can these issues be solved?
