Skip to main content

PERSPECTIVE article

Front. Educ.
Sec. Digital Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1499495
This article is part of the Research Topic Generative AI Tools in Education and its Governance: Problems and Solutions View all 3 articles

AI-resistant assessments in higher education: Practical insights from faculty training workshops

Provisionally accepted
Wejdan Awadallah Alkouk Wejdan Awadallah Alkouk 1Zuheir N Khlaif Zuheir N Khlaif 2*
  • 1 Department of Languages and Translation, Faculty of Humanities, Birzeit University, Ramallah, Palestine
  • 2 An-Najah National University, Nablus, Palestine

The final, formatted version of the article will be published soon.

    this exploration, this paper seeks to contribute to the ongoing dialogue about the future of assessment in an AI-driven society.During the last year, the author designed and delivered a series of comprehensive training workshops and public lectures aimed at rethinking educational assessment in the age of artificial intelligence (AI). These sessions were conducted both in-person and online, bringing together 333 educators from various countries. The workshops were offered in both Arabic and English to accommodate the diverse linguistic backgrounds of the attendees. These sessions focused on equipping educators with theoretical insights and practical tools to redesign student assignments, fostering critical thinking, creativity, and ethical AI use in the classroom. Table 1 presents the demographic information of the participants in the training workshops.

    Keywords: assessment, gen ai, Human-AI engagement, UNESCO, AI-resisted assessment, Quality of education, sustainability, sdgs

    Received: 20 Sep 2024; Accepted: 11 Nov 2024.

    Copyright: © 2024 Awadallah Alkouk and Khlaif. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Zuheir N Khlaif, An-Najah National University, Nablus, Palestine

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.