Olatunji Matthew KolawoleLink opens in a new window Ph.D. FRSB (UK) Visiting Professor and IAS International Research Fellow, University of Warwick, Coventry, United Kingdom.

Over the years, HUBS has engaged in national issues in the education system, informed comments, and sources of consultation for addressing research and teaching in the biosciences and life sciences in the HE institutions in the United Kingdom.

The identified areas to be addressed and recommended for key priorities and policies in the learning and teaching of biological sciences in higher education are as follows:

1. Accessibility Improvement: The accessibility of learning for wide and diverse student populations can be improved with AI technology in HE institutions. Technologies with AI-driven assistance can provide individualized support to students with disabilities and underrepresented communities by allowing them to actively engage in academic pursuits. Also, artificial intelligence-powered translation systems can overcome linguistic challenges, enabling students and educators from many cultural backgrounds to exchange knowledge and foster collaboration.
2. Personalised Learning: Learning experiences tailored to individual preferences and needs are promising features and advantages for embracing AI in learning and teaching in HE institutions that future priorities hold. Algorithms based on artificial intelligence networks analyze extensive data on student performance and can customize learning and teaching resources to meet individual preferences, needs, and styles.This personalised method increases student involvement and optimises learning outcomes, ensuring that every learner achieves their maximum capabilities.
3. Enhanced Efficiency and Automation: Artificial intelligence-powered solutions can optimize teaching and allow educators to devote more time to other administrative duties. Likewise, AI-enabled automated grading systems can offer prompt feedback to students and allow instructors to commit to supporting integrated learning experiences. Furthermore, teaching resources driven by artificial intelligence can expedite the rate of assimilation and subject understanding for the students by rapidly analysing extensive information and detecting patterns that could have been difficult for the students.
4. Teaching Frontiers Advancement: Artificial intelligence systems can revolutionize learning and teaching by allowing scholars and students to address pertinent societal needs and intricate issues with novel breakthroughs. Additionally, large sets of data from various sources and connections could be analyzed using AI to detect and formulate theories that are obscure to human scholars. Approaches to learning and teaching with AI-driven systems can uncover fresh insights and even promote research innovation across various disciplines, including the sciences, social sciences, and humanities.
5. Predictive Analytics: Artificial intelligence can transform academic advising and student assistance services through predictive analytics. AI technology can detect and follow up on students who are underachieving, performing poorly, or dropping out by examining indicators such as attendance records, academic performance, and socio-economic background. Therefore, focused support can be provided, with learning and teaching objectives being achieved by the specific measures implemented, thus enhancing students' record-time completion of the program with outstanding achievements.
6. Human Oversight and Ethical Consideration: The incorporation of AI in education and research shows great potential but raises significant ethical concerns. Therefore, we must create and execute AI systems with a sense of responsibility, fairness, and openness. Furthermore, human supervision is essential to prevent algorithmic prejudices and guarantee that AI systems prioritize the well-being of learners and society.

Conclusively, the United Kingdom is at a critical point in the adoption of artificial intelligence in both teaching and research. This is an expedient way to achieve a future of exceptional quality teaching and learning with groundbreaking research innovation. Furthermore, utilizing artificial intelligence in HE institutions would optimize learning and teaching experiences, improve accessibility, and push the boundaries of research with simplified and seamless operations. Ultimately, this enables learners, scholars, and researchers to excel in this era of digitalization. However, as a precaution, this transition must be implemented with an unwavering dedication to values and moral principles that prioritize the well-being of humans, with AI functioning more as an enabler and catalyst in education and society, respectively, for beneficial advancements.