The global higher education landscape has undergone profound
disruptions due to crises such as the COVID-19 pandemic, while simultaneously
being reshaped by the rapid advancement of artificial intelligence (AI). This
chapter synthesizes key findings on the transformative impact of global crises
and artificial intelligence (AI) on higher education, employing a literature
review method to critically examine research limitations and future directions.
Empirical evidence from the literature reveals how the COVID-19 pandemic
disrupted graduate education through declining academic engagement and research
productivity, with notable gender and disciplinary disparities. Concurrently,
AI has reshaped pedagogy through personalized learning and data-driven
governance, yet raises ethical concerns regarding algorithmic bias, data
privacy, and digital wellbeing. Despite these insights, the research faces
limitations in geographic generalizability (primarily China-focused samples),
short-term outcome measurement, and insufficient empirical validation of
ethical AI frameworks. The chapter proposes three critical future research
trajectories: (1) interdisciplinary studies integrating cognitive science and
AI ethics to design wellbeing-centric tools, (2) global equity investigations
addressing the AI accessibility divide, and (3) policy-research partnerships to
develop standardised ethical guidelines. These directions aim to balance
technological innovation with equitable, human-centred education systems in an
era of disruption. Our study is framed within the theoretical perspectives of
crisis resilience and technological disruption, aiming to provide valuable
insights for diverse audiences, including researchers, policymakers, and
educators.
Author(s) Details
Yuanyuan Shi
School of Teacher Education, Jiangsu University, Zhenjiang, Jiangsu,
212013, China.
Please
see the link:- https://doi.org/10.9734/bpi/mono/978-81-990398-9-6/CH13
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