The��UK’s first senior university leader dedicated solely to artificial intelligence is looking at embedding the technology into the curriculum and exploring options that could see students assessed on their capabilities in this area.

As part of efforts to create “AI literate graduates”,��Shushma Patel, pro vice-chancellor for artificial intelligence at De Montfort University, said one of her key priorities for the role – thought to be the first of its kind in the sector – was to��“consider how we could embed a learning objective or a learning outcome within the curriculum where we recommend students use AI technologies”.

The computer scientist��said universities needed to encourage students to use AI in their studies, or risk graduates falling behind, adding that she was��interested in looking at introducing assessments that would test students’ AI capabilities.

“Students are going into the workplace where they’ll be expected to use AI. Our graduates are already in working environments where AI is already being used, so why would we not enable them to learn to use it ethically and responsibly? You need to have an AI literate graduate, and that’s really, really important.”

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Universities are increasingly having to grapple with balancing the risks to academic integrity posed by AI and embracing technological advancements. The technology should not be encouraged in “every assessment”, Professor Patel said, but had to be “contextualised within what they’re studying”.

She��said introducing a specific pro vice-chancellor role for AI was important because “AI is here to stay. It's not going to go away, and it’s going to be even more pervasive in everything that we do”.

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And she warned that the financial crisis facing universities underlined the need to scrutinise AI spend, and ensure money was being spent “effectively”.��

“We hear constantly about the value of student fees and the conversations about how the sector is struggling, so the successful adoption of the AI technologies in a much more cost-effective way is really important and [we also need to make] sure that we have a good approach to developing our policies to support that as well.”

However, universities needed to be cautious that they do not “widen the gap”��between “those who have the resources and the knowledge to use AI, versus those who do not”. This was not just something that needed to be considered for students, she added, but there was also a need to ensure “equity” between staff too.

“It’s not just understanding how to use AI, but it’s about the ethical implications as well as using it responsibly. It’s an important aspect for us as a university, and for all universities, to understand that.”

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juliette.rowsell@timeshighereducation.com