OUT NOW: The ARC10 Debate Webinar Series Narrative Reports

The ARC10 Debate Webinar Series kicked off with a dynamic and thought-provoking session on the role of Artificial Intelligence (AI) in education. This first webinar, held on 17 October 2024, brought together leading voices from Asia and Europe to engage in a rigorous debate on whether AI will benefit teaching and learning over the next decade.

Our speakers Ms Fatima AURANGZEB (Women in Computer Science, Pakistan), Prof Dr Blaženka DIVJAK (University of Zagreb, Croatia), Mr Ron SALAJ (University of Turin, Italy), and Prof Wen WEN (Tsinghua University, China) had a lively exchange during the session. 

The session’s Narrative Report, prepared by Prof Dr Wayne HOLMES of University College London (United Kingdom), offers an in-depth synthesis of the debate, capturing the diverse perspectives presented by its distinguished speakers. The discussion navigated the pedagogical, ethical, technological, and political dimensions of AI in education—from opportunities for personalisation and inclusion to concerns around surveillance, misinformation, and erosion of human agency.

Narrative Report Highlights

• A balanced perspective on a polarising issue
  The report presents a dual-stance format: a structured summary of arguments both in favour of and against AI in education. You can explore the compelling cases made by both sides, enabling critical reflection.
• Concrete proposals for educators and policymakers
  The conclusion outlines two urgent calls to action: the need for robust, independent evidence on the impact and safety of AI tools, and the provision of high-quality professional development for educators to build critical AI literacy. These are not just ideas—they are practical starting points for future policy and practical implementation.

• Insights from multiple stakeholders
  Whether you are a university leader, policymaker, educator, or student, the report offers relevant takeaways. It equips you with the language, frameworks, and considerations needed to make informed decisions on AI integration in educational settings.

The second ARC10 Debate Webinar held on 07 November 2024 tackled one of the most pressing and enduring questions in global higher education: Who carries more responsibility in achieving equity and access—universities or policymakers? This spirited and timely discussion brought together leading experts and institutional voices from Asia and Europe, each shedding light on the complementary, and sometimes competing, roles of state and academic actors in driving inclusive education.

Dr Edizon FERMIN (National Teachers College, Philippines), Prof Verity FIRTH AM (University of New South Wales, Australia), Dr Huw MORRIS (University College London, United Kingdom), and Ms Lisa SCHIVALOCCHI (European Students’ Union) joined us in this insightful webinar.

The session’s Narrative Report, prepared by Dr Graeme ATHERTON of Ruskin College Oxford (United Kingdom) and the World Access to Higher Education Network (WAHEN), offers a rich synthesis of both sides’ arguments, framed within national policy examples, institutional innovations, and regional frameworks. Read the report to understand how universities and governments can—and must—share the responsibility of building a more inclusive higher education future.

Narrative Report Highlights

• Clarifications on shared and distinct responsibilities
  The report’s conclusion makes one thing clear: responsibility cannot rest solely on either side. Both policymakers and universities must work in tandem, leveraging their strengths—be it in shaping policy environments or implementing targeted initiatives—to make access and success in higher education more inclusive and equitable.
• Practical takeaways for institutions and governments
  Readers will gain insights into successful initiatives at the national and macro-regional levels, such as the Philippines’ Universal Access to Quality Tertiary Education Act and Europe’s Principles, Guidelines and Indicators of the Social Dimension of Higher Education. These serve as real-world models showing how equity strategies can be institutionalised and scaled.
• Evidence-based and globally relevant insights
  The report outlines current gaps and progress in Asia and Europe based on the discussions during the session. It highlights evidence on effective outreach, financial aid, institutional ownership, and the value of cross-sector partnerships—making it useful for anyone shaping or evaluating equity policy in higher education.

The final session of the ARC10 Debate Webinar Series explored the growing influence of Transnational Education (TNE) in shaping global learning ecosystems. With panelists from government, academia, and civil society, the session dissected whether TNE promotes balanced exchange and mobility—or reinforces global inequities.

We heard convincing arguments from Prof Rozilini FERNANDEZ-CHUNG (University of Nottingham, Malaysia), Atty Ron SALO (House of Representatives, Philippines), Dr Luca LANTERO (Lisbon Recognition Convention & the Academic Equivalence Mobility Information Centre, Italy), and Ms Elana WONG (International Catholic Migration Commission), facilitating an incisive multistakeholder exchange on the topic.

The session’s Narrative Report, prepared by Dr Wesley TETER of The University of Tokyo (Japan), captures this timely dialogue, offering a comprehensive and nuanced account of how TNE impacts recognition practices, student mobility, educational equity, and sustainable development.

Narrative Report Highlights

• Insights on the complexities of TNE
  The report offers a balanced synthesis of TNE’s benefits and drawbacks. It identifies key trends such as economic opportunities for host countries, the risks of unregulated AI-powered education, and growing disparities in digital access.

• Actionable recommendations on relevant areas
  Concrete next steps are proposed in key areas such as digital equity, quality assurance, emerging technologies, economic impact, and mobility partnerships. These insights are invaluable for higher education leaders, regulators, and policymakers working on internationalisation strategies.

• Key learnings on evidence-based internationalisation
  With global mobility still heavily skewed towards the Global North, the report underscores the need for inclusive TNE practices grounded in transparency, robust standards, and reinvestment in local education systems.