Emmanuel K Nartey – författare

Building upon the foundational principles established in the first volume, this second volume of Generative AI in Higher Education advances the debate on AI beyond theoretical frameworks towards concrete institutional practice. Where the first volume developed guiding principles for higher education institutions to use GenAI effectively and ethically in teaching and learning, this volume introduces original, research-informed frameworks that redefine employability as an ethical, adaptive, and human-centred practice. It presents distinctive models including Skills Dynamics, the Justice–Responsibility Framework for Human Flourishing, and the AI Dialogic Partner frameworks that move decisively from principles to practice.The book integrates ethical governance, curriculum design, and skills formation through actionable models such as the Double ERL Framework (Ethical Regulation Literacy and Ethical Reflexive Learning), the ERL Justice Framework, and the Institutional AI Stewardship Lab (IASL) model. Uniquely combining philosophical depth with policy relevance, it bridges global and local perspectives—drawing on UNESCO, OECD, and regional policy frameworks—to address the ethical, social, and regulatory dimensions of AI in higher education. The volume includes comprehensive international policy analysis, diverse global case studies, and practical tools that transform conceptual exploration into implementable guidance.Generative AI in Higher Education: Ethical Governance, Skills, and Employability: Volume 2 serves as essential reading for university leaders, policymakers, educators, and employers seeking to align AI innovation with justice, inclusion, and sustainability. Its practical frameworks and transparency principles empower institutions to position education not merely as a response to technological change but as a transformative force for human flourishing, providing both scholarly contribution and an actionable roadmap for embedding ethical AI in higher education practice.

Divided into two volumes, this book develops guiding principles for higher education institutions to use GenAI effectively and ethically in teaching and learning, articulating a roadmap for implementation at institutional levels and addressing the conundrum of using GenAI in higher education. As higher education institutions take different attitudes and approaches to Generative AI (GenAI), with some viewing it as a threat to academic integrity and therefore banning its use, while others have embraced it as an innovation to academic practice and have implemented guidance on how to use it ethically, this book makes clear that GenAI, such as ChatGPT, is not the problem itself; the issue is how we engage with it.