Developing an open educational resource (oer) for generative ai in higher education

Bibliographic Data

ID5915671
AuthorsSusan Brokensha (0000-0001-6166-3981), Katinka De Wet (0000-0002-7272-7757), Herkulaas Combrink (0000-0001-7741-3418), Nola Redelinghuys (0009-0007-2435-0514), Ketshepileone Matlhoko (0000-0001-7098-009X), Cornelle Scheltema-Van Wyk (0000-0001-8426-9725)
Year2025
Volume21
Issue52
Pagese17103
Publication date2025-07-09
Open AccessYes
TypeARTICLE
VenuePráxis Educacional (JOURNAL)
Journal identifiersISSN: 1809-0249 • E-ISSN: 2178-2679
PublisherUniversidade Estadual do Sudoeste da Bahia/Edicoes UESB (PUBLISHER)
DOI10.22481/praxisedu.v21i52.17103
OpenAlexW4413057147
LanguageEN
References cited14

The launch of generative AI marked a significant technological disruption, compelling industries, including higher education, to rapidly adapt. This study explores the University of the Free State's (UFS) interdisciplinary project initiated in 2023 to develop an open educational resource (OER) focused on generative AI. The OER aims to provide a comprehensive guide for educators and institutions to responsibly and effectively implement AI-driven educational tools. The OER consolidated content around generative AI in a South African higher education context, addressing real and potential use cases, challenges, and philosophical debates. Included in the content are highlights illustrating the rise of generative AI as a disruptive force, challenging traditional educational practices and raising concerns about academic integrity, over-reliance on technology, and algorithmic bias. The development of the OER integrated conceptual and theoretical frameworks to contextualise and underpin the research, emphasising the importance of ethical considerations and the socio-historic context of generative AI use in academia and society. Key insights from panel discussions and sandbox sessions underscored the need for targeted and contextual educational resources and the exploration of diverse AI use cases across research, teaching, and administration. The study concludes justifying for a humanistic perspective, advocating for inclusive and equitable technological integration

Educational technology · Engineering ethics · Generative grammar · Knowledge management · Open Educational Resources · Pedagogy · Political science · Sociology · Artificial Intelligence in Healthcare and Education · Computer Science · Engineering · Ethics and Social Impacts of AI · Law, AI, and Intellectual Property · Artificial Intelligence

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