The project
The popularity of language-based artificial intelligence (AI) is currently growing exponentially. However, this is also giving rise to considerable uncertainty in practice (Ji, Han & Ko, 2023). Research has shown that the quality of AI products depends heavily on the skills of those using them. In this project, we focus on the education and business sectors, where AI skills are still largely underdeveloped and unexplored (Kong et al., 2023). However, the focus of language-based AI (such as ChatGPT) is shifting from an intelligent tutorial system to an adaptive, personalised one. Focusing on the education sector, Ji et al. (2023) argue that language-based AI is still in development and that studies dedicated to the role of the 'human factor' are still needed.
Recent studies in the field of education show that language-based AI can be a versatile tool, providing learners with personalised support, guidance and feedback to increase motivation and engagement. However, there is also debate about the need for regulation in terms of copyright and the trustworthiness of learners' written work in school and university contexts (Biswas, 2023). In economics, studies show that imminent AI development will create many employment opportunities in various industries, but will also fundamentally change many jobs (Ng et al., 2021). One US study even predicts that, by 2030, around 15% of working hours globally will be automated, with 47% of American jobs at high risk of automation (Manyika et al., 2017).
Current language-based AI technologies (such as ChatGPT) focus on prompt engineering, i.e. the provision of specific language instructions to an AI to enforce rules, automate processes, or define certain aspects of the generated output. Prompts can also be used to customise the output and interactions with an AI (White et al., 2023). This means that Styria, as a business and research location, must take action to keep up with these developments and take on a pioneering role. This is why teaching AI skills should promote the responsible, reflective and confident use of language-based AI technologies (Laupichler et al., 2022).
Therefore, PeBiWi focuses on generating knowledge to inform decision-making about the intended and unintended consequences of AI technology for education and the economy, particularly with regard to the nature and teaching of new skills. This is demonstrated using the example of prompt engineering. Competent use of AI, as well as knowledge of the opportunities and risks, contributes to awareness, acceptance and trust in technology, science and research.
The aim is to gain in-depth insights into the essential skills required to work with language-based AI, particularly within education systems and the economy. The research question is: what skills are necessary for the safe, ethical and autonomous use of language-based AI in education and the economy? This is also linked to the following subordinate questions: What understanding of the functional principles of language-based AI is required? What opportunities and risks are currently associated with the use of language-based AI in educational and economic practice? Which individual skills are required of educators, and which of experts from the business community in the Styria region?