Macau University of Science and Technology
Report on Artificial Intelligence (AI) Applications and Ethical Governance
prepared by the
Taskforce on Artificial Intelligence in Education and Ethical Governance
June 2024
Preamble:
Artificial intelligence (AI) and other digital technologies have rapidly changed various sectors of society, including the field of higher education. Currently, the development and deployment of artificial intelligence are transforming higher education in profound ways. From AI-powered teaching and learning tools to the use of AI (including related digital technologies thereafter) in campus operations and decision-making, the impact of AI is pervasive across university functions. At MUST, a series of new programs (at undergraduate and postgraduate levels) related to AI have been offered by several Faculties/Schools/Institutes. In addition, a number of cutting-edge research platforms have been established to enhance cross-disciplinary applications of AI technologies. The university has also continuously developed the functions of the smart campus system (WeMust) which has enhanced the efficiency and effectiveness of university operation and management.
While the generative AI and related digital technologies (henceforth in this paper AI = AI + other digital technologies) bring tremendous momentum and advantages for knowledge exploration and skill development, they also pose potential risks (e.g., authenticity of generative AI contents, abuse of digital technologies, privacy infringement, data security, AI literacy and equitable accessibility). Therefore, it is critical to establish the official principles and guidelines for AI governance and responsible use of AI technologies. Following the recommendations of the United Nations Educational, Scientific and Cultural Organization (UNESCO) and best practices in leading universities worldwide, the MUST President has directed an initiative to set up a Taskforce on "Artificial Intelligence in Education and Ethical Governance" in the Spring semester of 2023-24. The aim is to review recent developments with the objective of preparing a report to promote and facilitate responsible and ethical use of AI technologies in teaching and learning, research, and administration.
The Taskforce has convened four meetings to discuss relevant issues and to develop the principles and guidelines on AI applications (including the use of AI and other digital tools) at MUST.
As a result, this final draft report has been produced for consideration by the Senior Management for subsequent presentation to the Senate. The Paper consists of five sections, i.e., Position Statement, General Principles, Guidance for the Use of AI (for students and for staff respectively), and Recommendations, which are presented as below:
First meeting (April 9, 2024) – Chairman outlined the background and purposes of forming this Taskforce. Agreed on framework. General discussion on approach and work schedule.
Second meeting (May 9, 2024) –Members were referred to various international guidelines suggested by Convener with the principles and recommendations of the Russell Group in the UK as a main reference. Materials from Cambridge, Imperial College London, Edinburgh, HKUST also reviewed. Division of work for the preparation of the report among members was also made.
Third meeting (June 7, 2024) – Members held a detailed discussion on the outline and various details of an initial draft of this report completed in late May 2024.
Fourth meeting (July 8, 2024) – A fourth draft of the report was discussed on July 8, 2024 for a final revision.
Position Statement:
Embracing AI in teaching, learning, research and administrative operation at the University;
Acknowledging the use of AI assisted tools as a useful technology that should however not affect the fundamental objectives of teaching, learning and assessment in MUST;
Assuring responsible and ethical application of AI technologies for staff and students;
Fostering AI literacy for students and staff - to keep abreast with the up-to-date developments of AI and other digital technologies in higher education; and
Recognizing the importance of AI governance and continuously adopting best practices.
General Principles:
MUST adopts the following general principles for the use of AI in education and ethical awareness:
Educational Value and Quality: Ensure that AI application in education is to enhance the overall educational experience and support quality learning outcomes for students, to prioritize educational value and align with research-based pedagogical enhancement.
Privacy and Data Protection: Safeguard personal privacy and ensure due protection of personal data. AI applications often rely on data collection and analysis, raising concerns about invasion of privacy. AI applications should comply with relevant data protection regulations and adopt stringent measures for data collection, storage, usage, and sharing.
IP Infringement and Compliance: Ensure students and staff are aware of the risks of infringing on intellectual property (IP) rights in AI applications in education. AI systems trained on copyrighted or patented material may inadvertently infringe upon intellectual property rights. If an AI application reproduces copyrighted content or uses patented techniques without authorization, it could lead to claims of infringement.
Ethical and Fair Use: Ensure that AI applications in education adhere to ethical standards and promote fairness. AI systems should be designed to identify and mitigate biases, avoid discrimination, and observe proper codes of conduct of the University (with mutual respect among colleagues and students). Decision-making processes should be transparent, accountable, and subject to periodic evaluation.
Equity and Accessibility: Ensure that AI in education promotes equal access to educational resources, opportunities, irrespective of individual ability and demands. Harassment and discrimination should be avoided.
Guidance
MUST will a set of Guidance for students and staff correspondingly to guide their uses of AI tools in respective of teaching, learning, research and administration (the Guidelines is listed separately).
Recommendations
The recent emergence of Open AI as a disruptive technology is expected to continue to expand in its applications and will pose significant challenges to higher education. The following recommendations are offered by the Taskforce for the consideration by the Senior Management:
Building on the work of the Taskforce, set up a working group with broadly the same terms of reference, to be co-chaired by an AVP/Senior Advisor and an expert in IT Education - to collect and consolidate comments and needs from faculties regarding the effective applications of AI technologies within the university. The working group should be composed of 2 representatives from each cluster – Science and Engineering (FIE & SSI), Biomedicine (FC & FMD), Arts and Humanities (FA, FL & UIC), as well as Business and Management (MSB, FHTM & SLA), and meet and report regularly to the TLAC and GC;
To establish formal mechanisms at both university and faculty levels for continuously monitoring and reviewing the implementation of the AI related policies as stated above; as well as resources to support the best practices of AI;
To provide training programs for academic staff (e.g. organizing workshops or seminars by Education Development Center and at Faculty level) and for students (develop courses/topics on application and impact of generative AI technologies in the curriculum of General Education or at Faculty level) to enhance effective and responsible use of AI;
To incorporate the responsibility of evaluating ethical issues in the use of AI tools in the Terms of Reference of the existing governance bodies (e.g. Teaching, Learning and Assessment Committee (TLAC), Graduate Committee（GC, Research Committee (RC)), and of investigating and taking appropriate actions on associated non-compliance;
To upgrade university IT facilities with new AI and other digital technologies to enhance data security, privacy protection, and fair usage, and to provide technical support or assistance for the expanded AI applications in university research, education and outreach.
Azoulay, A. (2021). The Establishment of Artificial Intelligence Ethics. Retrieved from https://www.un.org/zh/chronicle/article/20459
UNESCO. (2021). Initiatives on Artificial Intelligence Ethics. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000380455_chi
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https://www.cahe.edu.cn/upload/gdjy/file/20221201/1669870262106564.pdf
中國教育新聞網， 2023.09.15.《高等教育數字化轉型的全球迭代與發展》https://finance.sina.cn/2023-09-15/detail-imzmurch2180902.d.html
Generative Artificial Intelligence Guidance for staff. The University of Edinburgh. (n.d.). https://www.ed.ac.uk/bayes/ai-guidance-for-staff-and-students/ai-guidance-for-staff
Generative Artificial Intelligence Guidance for Students. The University of Edinburgh. (n.d.). https://www.ed.ac.uk/bayes/ai-guidance-for-staff-and-students/ai-guidance-for-students
Generative AI guidance. Imperial College London. (n.d.). https://www.imperial.ac.uk/admin-services/library/learning-support/generative-ai-guidance/
HKUST. (n.d.). Guidelines and Principles on Using Generative AI for Higher Education. https://gohkust-my.sharepoint.com/:w:/g/personal/smcminn_ust_hk/EaAhSqSSg2NPj5Lgk1rWAKYBT08xTP6OG_hqpUyUUQk9ag?rtime=MlTENeJ-3Eg
Russell Group. (n.d.). Russell Group principles on the use of generative AI tools in education. https://russellgroup.ac.uk/media/6137/rg_ai_principles-final.pdf
Ella McPherson, M. C. (2024, March 15). AI and scholarship: A Manifesto. University of Cambridge. https://www.cam.ac.uk/stories/ai-and-scholarship-manifesto
Mollett, A. (2023, September 28). How we use generative AI tools. Communications. https://www.communications.cam.ac.uk/generative-ai-tool-guidelines
Key References
Appendix
Terms of Reference and Membership of the Taskforce
