Chatbots powered by artificial intelligence (AI) have captivated the academic world as tools for human-like interaction across various settings. Within the realm of education, AI-powered chatbots, such as ChatGPT, hold the potential to revolutionize teaching, learning, and research processes. By simulating human conversation through vast data and machine learning algorithms, generative AI has unveiled new opportunities for personalized and adaptive learning experiences.

Facilitating Global Collaboration and Knowledge Sharing in Higher Education With Generative AI delves into the promising prospects and challenges of applying generative AI in education while employing a critical interdisciplinary perspective. The book offers comprehensive insights into the transformative effects of generative AI on teaching, learning, and research. However, the application of generative AI in education also brings ethical, pedagogical, and technical challenges to the forefront. Concerns over privacy, data protection, and the impact of automation on human interaction and creativity demand thorough examination and practical solutions.

Intended for educators, researchers, and administrators in higher education institutions, as well as policymakers and industry professionals at the intersection of AI and higher education, this book highlights innovative approaches and best practices for integrating generative AI into various educational aspects. It explores the potential of generative AI in fostering global collaboration and knowledge sharing, addressing cross-cultural understanding, and promoting internationalization in educational settings.

The book encompasses a wide range of themes, including the impact of AI-generated content on student engagement and performance in online learning environments, ethical implications of automating education through AI-powered chatbots, personalization of learning experiences for diverse student populations, and the challenges of integrating generative AI into traditional classroom settings. Additionally, the book addresses generative AI's potential to enhance accessibility and inclusivity in education for individuals with disabilities, support lifelong learning initiatives, and revolutionize distance education and remote learning. It also delves into its role in promoting intercultural understanding, critical thinking, and global competency.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Adaptive Learning
Education Chatbots
Ethical Implications
Generative Artificial Intelligence
Global Collaboration
Higher Education
Inclusivity in Education
Interdisciplinary Research
Knowledge Sharing
Machine Learning
Personalized Learning
Student Engagement
Teaching and Learning Technologies
Virtual Assistants

Reviews & Statements

Chapter seven explores several aspects where generative artificial intelligence can be applied in English Language teaching. The chapter explains the concept of generative AI and its application in different educational domains. It further narrates the role of generative AI in fostering personalized learning, content creation, automated assessment, and many more. The chapter provides robust literature that analyzed the application of generative AI in teaching vocabulary through personalized vocabulary learning. Other areas where generative AI is applied in teaching and learning vocabulary were discussed in the chapter. Furthermore, other aspects, like the role of generative AI in improving students' writing, are examined and explained. Another productive skill, speaking, was explained in relation to the application of generative AI in teaching and learning speaking. Also, the application of generative AI in developing students' receptive skills like reading and listening was carefully explained. The chapter also discussed the benefits and potentials of generative AI in English Language Teaching. This includes its disadvantages, possible challenges that may arise while using generative AI, and ethical issues. The chapter presents a robust literature on the application of generative AI in English language teaching.

– Chinaza Ironsi, Near East University, Cyprus

This book chapter explores the profound impact of AI on higher education, emphasizing its role in personalized learning and knowledge sharing. It focuses on AI's potential for supporting second-language learners and bilingual students, advocating for its integration as a vital teaching tool to enhance educational growth.

– Frank Billingsley, EBU

Table of Contents

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Editor/Author Biographies

Poshan (Sam) Yu is a Lecturer in Accounting and Finance in the International Cooperative Education Program of Soochow University (China). He is also an External Professor of FinTech and Finance at SKEMA Business School (China), a Visiting Professor at Krirk University (Thailand), an EU-Asia Research Coordinator at the European Business University of Luxembourg and a Visiting Researcher at the Australian Studies Centre of Shanghai University (China). Sam leads FasterCapital (Dubai, UAE) as a Regional Partner (China) and serves as a Startup Mentor for AIC RAISE (Coimbatore, India) and University College London. His research interests include financial technology, regulatory technology, public-private partnerships, mergers and acquisitions, private equity, venture capital, start-ups, intellectual property, art finance, and China's “One Belt One Road” policy.

James Mulli is the Founder, Program Director and Academic Dean of the European Business Institute, Luxembourg. He lectures in Applied Blockchain Technologies and Artificial Intelligence integration, post-graduate Corporate Finance & Business Statistics, and Managerial Accounting. He has held lectureships at in Luxembourg, China, the USA, Kenya and Germany. Dr. Mulli is a former director of two successful New York based multinational conglomerates and has valuable experience in the field as an NASD Series 7 compliance officer for the broker dealer Heyka Capital Management. He worked as a Portfolio Manager for the Soros Fund Management's Quantum Industrial Partners and holds a Doctorate and Masters degree from Saint Johns University, New York, and an MBA from New Hampshire Plymouth State University with specialization in Investment and Finance. Dr. Mulli is an international educator, and educational technology consultant with a keen interest in looking over the horizon at how technology is shaping the world. His search for trends in emerging technologies allows him to be an educator who applies skills to help students thrive. He is the founder of Technology Enabled Learning - Africa, and European Business Institute, Luxembourg, both non-for-profit educational providers whose initiative is to support existing Institutions in developing e-learning . His belief is that education is the silver bullet for development and through existing expertise and support infrastructure, EBI can provide the needed “jump-start” to institutions in Europe, Africa, Asia and beyond. Dr. Mulli is a Rockefeller Foundation Grant Recipient, and a Prince Fellow Teaching Excellence recipient. He is a textbook author and has published numerous newspaper and magazine articles.

Zain Ali Shah Syed is currently affiliated with Soochow University.

Laila Umme holds a PhD in Computer Science and Information Technology from NED University of Engineering and Technology and a MS/BS in Computer Engineering from Sir Syed University of Engineering & Technology. Her PhD is in pure Software Engineering, focusing on “open source software”. Her research interests include open-source software, IoT, computer programming, software engineering, Artificial Intelligence, and Machine Learning. Currently She is working as an Associate Professor in Computer Science Department at IoBM. She has 20 years of teaching experience and has published over 20 publications in international and national journals and conferences.

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