| Title | AI and the Existence of Everything |
|---|---|
| DOI | https://doi.org/10.64449/9780906785959-03 |
| Landing page | https://ujonlinepress.uj.ac.za/index.php/ujp/catalog/book/279 |
| Publisher | UJ Press |
| Published on | 2025-08-29 |
| Long abstract | Two outstanding truths that the educator of the 21st century is confronted with, are first, that we have entered the 4IR (fourth industrial revolution), also called the age of ‘big data’ (Anyoha 2017) and second, the acknowledgment that every student studies in a different/unique way. It is imperative for IHEs (institutions of higher education) to take note of the fact that there is no one-size-fits-all package for education (cf. Gous 2022:215), while the 4IR with all its disruptive elements is currently presenting itself in almost every aspect of our life. One of the best examples in which the 4IR presents itself is AI (artificial intelligence), although the latter has preceded the former with quite a couple of years. For many people AI has become part of their everyday existence and life. This also rings true for educators and administration personnel in IHEs. Holmes et al. (2019:202) put it this way: ‘AI has become an often hidden but integral, pervasive, and inescapable part of our daily lives. In fact, paradoxically, the more it is integrated into our lives, the less we tend to think of it as AI.’ Due to larger amounts of big data, new computational approaches, and faster computer processors the development of AI ‘has been both groundbreaking…and transformative’ (Holmes et al. 2019:202). A focal part of AI for education is that it is student-centred (Owan, Abang, Idika, Etta, & Bassey 2023:2 of 15). |
| Page range | pp. 63-98 |
| Landing Page | Full text URL | Platform | |||
|---|---|---|---|---|---|
| https://ujonlinepress.uj.ac.za/index.php/ujp/catalog/book/279 | Landing page | https://ujonlinepress.uj.ac.za/index.php/ujp/catalog/view/279/1260/5285 | Full text URL |