Paul Hollins Professor

This paper investigates the relationship between artificial intelligence (AI) technology and educational policy in higher education, highlighting key research and implementation. The paper focuses on critical considerations for AI policy development with a view to producing a roadmap focused on contextual higher education AI policies. The rapid development of AI presents both significant opportunities and challenges for higher education institutions in Europe and globally. As AI technologies become ubiquitous, integrated into teaching, learning, and administrative functions, it is essential to identify critical considerations at the core of the AI integration process, namely: (1) regulatory framework, (2) stakeholder-specific guidelines, (3) AIED research, and (4) AI literacy. As a starting point, the paper presents a review of existing AI policy frameworks within higher education, drawing on recent empirical research, identifying four design and implementation priorities for higher education stakeholders aiming to create responsible AI governance frameworks. As a result, we propose a roadmap designed to be used as strategic planning instrument for higher education stakeholders developing AI policies and guidance. In proposing a strategic roadmap for AI policy development, the work offers valuable insight into how higher education can effectively leverage the potential of AI whilst ensuring ethical considerations, equity, and maintaining academic integrity. Additionally, the paper contributes to the ongoing discourse regarding AI’s role in higher education in proposing research pathways that will benefit all stakeholders involved in the academic ecosystem.

In this paper, we explore the use of a playful dilemma activity, a survey and public data analysis to spark citizen awareness and reflection on water use within the UK. Water security ensures access to fresh water for survival and society’s needs. There is significant citizen agency in water security that impacts the freshwater reserves. However, in many countries, water security is under-discussed. Encouraging spaces for individuals to assess their water use, identify waste, and adopt sustainable practices is key to sustaining freshwater resources for the future. We present a case study conducted as part of the GREAT project to stimulate citizen discussion on water use and its subsequent impact on the broader water system. Through a series of activities, citizens can reflect on their water use, consider the future forecast of water security within the UK, and experience a playful dilemma to save a city from the effects of drought. In this dilemma, players are part of an organisation tackling a city’s water crisis. Faced with limited water resources, players analyse data on the population's usage and suggest behaviour changes to reduce consumption. The challenge lies in balancing the need for water conservation with the risk of proposing changes that are resisted by the population. The players must convince the facilitator of both the practicality and acceptability of their plans. Success restores water security, but failure reveals the consequences of inaction. Within this playful discussion space, we create an exchange for citizens to elicit attitudes and preferences on current water use and explore how individuals might be “nudged” into less wasteful behaviour. In this paper, we describe the co-design of this qualitative approach, share findings on attitudes and preferences elicited (n = 19), and reflect on this method as a tool for fostering awareness and meaningful citizen discussions.

This paper examines the potential of digital games as communication tools to reach global audiences, extending beyond established cultural and geopolitical divides. It shows the empirical data gathered in our EU and UKRI-funded Games Realising Effective and Affective Transformation (GREAT) project, where we collaborated with several organizations to investigate this potential. Namely, a significant case study called Play2Act was undertaken in collaboration with the United Nations Development Programme (UNDP), which forms the focus of this paper. The aims of this study were to find out how much of the world’s population could be reached via digital games and how many citizens would be willing to communicate their climate attitudes in a simple and short survey that was inserted into popular mobile games. Currently, there are 3 billion gamers in the world and the idea of reaching citizens via games to understand their opinions on critical global issues and then passing this information to policy-makers emerged. This is the main objective of our project, as to whether games can act as an effective communication channel between citizens and policy-makers, the context being the climate emergency. Governments do not typically have the opportunity to understand their citizens’ needs fully. The aim of this project is to decrease the barrier and increase representation and democracy. The findings obtained from the Play2Act study suggest that games, moreover their ability to engage, and inherent social dynamics create a unique opportunity to support meaningful dialogue with a large proportion of citizens reached, engaged and completed the surveys. The study engaged with almost 1 million players from every UN recognised country, with only two exceptions, and ca. 181,000 surveys completed, confirming the global reach of games. The next steps are for UNDP to take this information to individual countries with recommendations of appropriate climate policies based on their citizens’ voices, this having huge potential for digital games being policy transformational tools. This research contributes to knowledge on the intersection of technology, culture, and communication and offers valuable insights for policymakers, researchers, and stakeholder groups seeking to leverage digital games for social impact.

This study addresses the impact of Artificial Intelligence (AI) in Higher Education Institutions (HEIs) and the whole institutional approach undertaken to develop an AI literacy framework for students in a UK HEI. Drawing upon established models of AI literacy developed for higher education, informed by Leavitt’s People, Process, and Technology model (1965), and grounded in pedagogic theories, the study synthesises principles that address the interplay between emerging technologies, institutional resources, and learner needs. An analysis of existing AI literacy frameworks revealed a gap in terms of aligning institutional readiness, AI literacy and learner needs. To bridge this gap, this study proposes a conceptual AI literacy framework that is learner centred. It integrates practical knowledge and competencies to enable students to
confidently collaborate with AI systems for academic and professional development. Using a mixed-methods study approach and a convergent parallel design, primary data was collected using a survey (n = 110) and two focus groups (combined n = 63) involving multi-ethnic students to capture their perspectives on AI usage. A thematic analysis of secondary literature on AI literacy frameworks was undertaken along with a survey of academic staff (n = 66) to understand the relevance of incorporating AI literacy within curriculum. The resulting framework takes a four-step approach to cultivating AI literacy in higher education students: (i) prepare (ii) understand (iii) apply and (iv) responsible use. This conceptual framework is anticipated to offer a scalable, robust model that will help guide any HEI to cultivate adaptive learners prepared to responsibly navigate and innovate in an AI-driven world.

The increasing integration of Artificial Intelligence (AI) in education and business necessitates the development of critical AI literacy among management graduates. This paper explores how institutional policies, pedagogical strategies, and primary stakeholder engagement can support the responsible use of Generative Artificial Intelligence (GAI) in management education. By analysing existing AI literacy frameworks and institutional practices, the study identifies key gaps and proposes a co-designed AI literacy model tailored for institution ‘A’. Using co-design as a central tenet, the study advocates for AI literacy initiatives that align institutional resources with learner needs and professional domains.

The decline of traditional media and channels of communication has led to policymakers experiencing difficulty in understanding public sentiment. A case study was conducted to explore how games-based activities can be used to provide a link between citizens and policy makers. A system developed by PlanetPlay, and extended in the GREAT project, was used to embed a survey in the game SMITE. The intervention and survey questions were designed in collaboration with the United Nations Development Programme (UNDP) and the Hi-Rez game studio. The effectiveness of the infrastructure and the collaborative approach were demonstrated. The results revealed some significant differences in views on climate change between different age groups, genders, and education level. However, the data was heavily skewed towards males in the 18-35 age group, and to respondents in the United States, which limited the generalizability of the findings. It was concluded that in-game placement in collaboration with games studios is more effective than paid placement, and that a wider variety of games is needed to ensure that a study has an adequate range of respondent profiles. Finally, reflections are offered on the possible role of AI in gathering such data.

This paper analyses 15 AI policies for higher education from eight European countries, drawn from individual universities, from consortia of universities and from government agencies. Based on an overview of current research findings, it focuses the comparison of different aspects among the selected AI policies. The analysis distinguishes between four potential target groups, namely students, teachers, education managers and policy makers. The paper aims at contributing to the further development and improvement of AI policies for higher education through the identification of commonalities and gaps within the existing AI policies. Moreover, it calls for further and in particular evidence-based research to identify the potential and practical impact of AI in higher education and highlights the need to combine AI use in (higher) education with education about AI, often called as AI literacy.

This report provides a detailed summary of a United Nations Development Programme (UNDP) exploratory Case Study (GCS1), conducted as part of the EU Horizon-funded Games Realising Effective and Affective Transformation (GREAT) project. UNDP1 Case Study (GCS1) is the first in a series of eight that are undertaken by the project team, engaging with authentic policy stakeholders. Each case study iteratively contributes to the refinement of GREAT case study documentation, research methodology and overall design. GCS1 started in December 2023 and was finalised in March 2024, involving the case study sponsor UNDP, and the GREAT project research team, coordinated by The Leibniz Institute for Research and Information in Education (DIPF). This exploratory study adopted the GREAT case study cycle design (figure 1.0), representing an eight-stage process of inquiry underpinned by an established mixed-methods research (MMR) methodology.