Smaller and Smarter: Trends in Education
Carlos Delgado, Universidad Carlos III de Madrid, Spain
From Stochastic Parrots to Synergistic Partners: Opportunities, Challenges, and the Way Forward
Mutlu Cukurova, UCL Knowledge Lab Institute of Education University College London, United Kingdom
AI Ethics in Education: Confronting the Rise of “Erudite Illiterates”
Fernando Moreira, Universidade Portucalense, Portugal
Smaller and Smarter: Trends in Education
Carlos Delgado
Universidad Carlos III de Madrid
Spain
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Brief Bio
Carlos Delgado Kloos received the Ph.D. degree in Computer Science from the Technische Universität München and in Telecommunications Engineering from the Universidad Politécnica de Madrid. He is Full Professor of Telematics Engineering and Rector’s Delegate for Digital Microcredentials at Universidad Carlos III de Madrid, where he is also the Director of the GAST research group and Director of the UNESCO Chair on “Scalable Digital Education for All”. Previously, he has been Vice Rector for Strategy and Digital Education, Vice Rector for Infrastructures and Environment, Associate Vice Rector for International Relations and Cooperation, and Founding Head of his Department. He has carried out research stays at several universities such as Harvard, MIT, Munich, Passau, and Naples.
His main research interests are in Educational Technology. He has been involved in a large number of research projects and has published more than 500 papers (hindex 56 on Google Scholar). He has coordinated several MOOCs on edX and MiríadaX with around 700,000 registrations. He is presently promoting the adoption of digital micro-credentials in Spain through the project CertiDigital (certidigital.es) and has also recently recorded a MOOC about AI for Teaching and Learning (federica.eu/esplorare-ia).
Abstract
The increasingly rapid pace of technological advances—particularly with the emergence of Generative AI in recent years—has profoundly disrupted industries
across the board. The educational sector is no exception: AI can now be applied to tasks such as rephrasing, transcribing, translating, explaining, suggesting, and
animating. This allows for faster production of educational materials, improved student services, and enhanced teaching and learning processes—ultimately
making educational settings smarter.
However, this swift rate of change also creates pressure on the workforce, which must now upskill and reskill more frequently. One response to these evolving
demands is the rise of microcredentials—short, focused courses that could fundamentally alter the traditional structure of universities.
In this talk, I will explore these two major trends, a smarter education due to Generative AI and smaller-sized educational formats with microcredentials, and
how these developments may redefine the future of Higher Education.
From Stochastic Parrots to Synergistic Partners: Opportunities, Challenges, and the Way Forward
Mutlu Cukurova
UCL Knowledge Lab Institute of Education University College London
United Kingdom
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Brief Bio
Mutlu Cukurova is a Professor of Learning and Artificial Intelligence at University College London. Prof. Cukurova investigates human-AI complementarity in education, aiming to address the pressing socio-educational challenge of preparing people for a future with AI systems that will require a great deal more than the routine cognitive skills currently prized by many education systems and traditional approaches to automation with AI. He directs the UCLAIT team and leads the Design and Use of AI in Education course at UCL. In addition, he is engaged in policy-making activities as an external expert (including UNESCO, IAEA, and EU external expert groups and co-authored the UNESCO AI Competency Framework for Teachers). He was the programme co-chair of the International Conference of AI in Education in 2020 and CSEDU in 2022, is part of UCL's Grand Challenges on Transformative Technologies group, named in Stanford’s Top 2% Scientists List, Editor of the British Journal of Educational Technology and Associate Editor of the International Journal of Child-Computer Interaction.
Abstract
This talk explores the potential of artificial intelligence (AI) in education, focusing on its multifaceted conceptualisations as tools, cognitive models, and agents of human-AI hybrid intelligence [1]. Highlighting recent advancements in generative AI, the talk critically examines its promise and limitations in supporting both student learning and teacher practices. While AI presents some opportunities for task automation and learning-enhancement, it also raises critical concerns regarding human agency, ethical considerations, and systemic inequalities in education. Drawing on decades of research in AI and education, the talk emphasises the need to move beyond narrow applications of AI for productivity gains. Instead, it advocates for AI systems that augment human competence, foster lifelong learning skills, and align with broader societal values. Using examples from his own work on multimodal learning analytics and human-centred AI, Prof. Cukurova underscores the importance of designing educational systems that embed AI within intentional, evidence-informed, and human-centred pedagogical frameworks. The keynote concludes with a call for ecosystem-level innovation—spanning governance, teacher training, and assessment structures—to ensure that AI is not only a tool for automation but a catalyst for equitable, meaningful, and sustainable education. The talk invites CSEDU researchers to engage in a critical dialogue on redesigning pedagogy in the age of AI, rather than only focusing on the immediate micro-level concerns of the field.
Cukurova, M. (2024). The interplay of learning, analytics and artificial intelligence in education: A vision for hybrid intelligence. British Journal of Educational Technology, 1–20. https://doi.org/10.1111/bjet.13514
AI Ethics in Education: Confronting the Rise of “Erudite Illiterates”
Fernando Moreira
Universidade Portucalense
Portugal
www.upt.pt
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Brief Bio
Fernando Moreira established the Science and Technology Department, created the first engineering degrees, and served as its head from May 2018 until February 2022. He earned his Bachelor's degree in Computer Science in 1992, a Master's degree in Electronic Engineering in 1997, and a Ph.D. in Electronic Engineering in 2003, all from the Faculty of Engineering at the University of Porto. In 2018, he also achieved his Habilitation. He has been a dedicated member of the Portucalense University since 1992, where he currently holds the position of Full Professor. Additionally, he serves as a visiting professor at several other esteemed universities. His teaching portfolio encompasses various subjects spanning undergraduate and post-graduate studies. He also supervises Ph.D. and Master's students. He has significantly contributed to his field with over 275 papers, Scopus indexed, and peer-reviewed scientific publications in national and international journals and conferences. He serves as a member of the Editorial Advisory Board for various journals and books. He has organized numerous special issues for JCR journals (Telematics and Informatics, Future Generation Computer Systems, Cluster Computing, Expert Systems, etc.). His commitment to advancing research is reflected in his consistent participation as Conference Chair, Workshop Chair, Chief Guest, Keynote speaker, and in the programme and scientific committees for national and international conferences. He held the MSc in Computation coordinator position for a decade, demonstrating his dedication to academic leadership. He is a REMIT research centre steering committee member with extensive editorial experience and has co-edited several books. His professional affiliations include NSTICC, ACM, and IEEE. His primary research interests encompass Mobile computing, AIGen in Higher Education, Machine Learning and Digital transformation. He received the prestigious Atlas Elsevier Award in April 2019 for his contributions.
Abstract
In our rapidly digitalizing world, AI has become both a powerful tool and a formidable challenge for educational systems. This keynote examines the dual-edged nature of artificial intelligence in shaping modern pedagogy. While AI-driven platforms grant unprecedented access to information and learning opportunities, they also risk cultivating a generation of individuals who, though well-versed in data retrieval, may lack critical reasoning and ethical discernment—the so-called "erudite illiterates." This presentation will critically analyze how AI's role in education can inadvertently undermine deep comprehension and analytical skills. Drawing from interdisciplinary research spanning cognitive science, ethics, and educational theory, I will explore the subtle ways in which reliance on algorithmic learning may lead to superficial understanding. Furthermore, I will discuss the ethical responsibilities of educators, policymakers, and technologists in designing curricula that balance technological advancement with the cultivation of reflective, critically engaged minds. Key issues include the implications of AI on academic integrity, the widening gap between technological proficiency and true literacy, and the urgent need for an educational framework that fosters ethical awareness in digital contexts. Through case studies and theoretical models, this keynote aims to ignite a global conversation on redefining literacy in the age of artificial intelligence, ensuring that our educational systems produce not just information processors but thoughtful, ethically grounded citizens prepared to navigate the complexities of our digital future.