4
WORKING
PAPERS

The New Regional Convention
for the Recognition ofStudies, Degrees andDiplomas in Latin
America and the
Caribbean (2019)
A comparative approachto recognition
processes in

ChatGPT

the region

and Artificial Intelligence in higher education
Quick start guide

Portrait created by DALL.E 2, an AI systemthat can create realistic images and art in
response to a text description. The AI was
asked to produce an impressionist portrait of
how artificial intelligence would look going touniversity. Concept by UNESCO IESALC.

UNESCO – a global leader in education
Education is UNESCO’s top priority because it is abasic human right and the foundation for peaceand sustainable development. UNESCO is theUnited Nations’ specialized agency for education,
providing global and regional leadership to drive
progress, strengthening the resilience and capacityof national systems to serve all learners andresponding to contemporary global challenges
through transformative learning, with special focus
on gender equality and Africa across all actions.

The Global Education 2030 Agenda
UNESCO, as the United Nations’ specialized agency foreducation, is entrusted to lead and coordinate the
Education 2030 Agenda, which is part of a global
movement to eradicate poverty through 17 Sustainable
Development Goals by 2030. Education, essential toachieve all of these goals, has its own dedicated Goal 4,
which aims to “ensure inclusive and equitable quality
education and promote lifelong learning opportunities for all.” The Education 2030 Framework for Action
provides guidance for the implementation of thisambitious goal and commitments.

Published in 2023 by the United Nations Educational, Scientific and Cultural Organization, 7, place de Fontenoy, 75352 Paris 07
SP, France and the UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC), Edificio
Asovincar, Av. Los Chorros con Calle Acueducto, Altos de Sebucán. Caracas, 1071, Venezuela.
© UNESCO 2023
Document code: ED/HE/IESALC/IP/2023/12

This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (http://
creativecommons.org/licenses/by-sa/3.0/igo/). By using the content of this publication, the users accept to be bound by theterms of use of the UNESCO Open Access Repository (http://en.unesco.org/open-access/terms-use-ccbysa-en).
The designations employed and the presentation of material throughout this publication do not imply the expression of any
opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city, or area or its authorities orconcerning the delimitation of its frontiers or boundaries.
Authors: Emma Sabzalieva and Arianna Valentini
Graphic design and layout: César Vercher
Cover image: Portrait created by DALL.E 2, an AI system that can generate realistic images and art in response to a text
description. The AI was asked to produce an impressionist portrait of how artificial intelligence would look going to university.
Concept by UNESCO IESALC
For more information, please contact: info-IESALC@unesco.org

www.iesalc.unesco.org+58 212 2861020

Acknowledgements: Eglis Chacón, Francesc Pedró, Yuma Inzolia (UNESCO IESALC). The authors also wish to acknowledge thecontributions of Priscila Gonsales, Mike Sharples, and Aleksandr Tiulkanov, whose frameworks have inspired and been developedin the Guide.
Some sections of this Quick Start Guide are adapted from Harnessing the era of Artificial Intelligence in higher education: A Manualfor Higher Education Stakeholders, to be published by UNESCO IESALC in 2023.

This Quick Start Guide introduces ChatGPT, an Artificial
Intelligence (AI) tool that has taken the world by storm,reaching 100 million users just two months after being
launched. The Quick Start Guide provides an overview of
how ChatGPT works and explains how it can be used inhigher education. The Quick Start Guide raises some of themain challenges and ethical implications of AI in higher
education and offers practical steps that higher education
institutions can take.
This Quick Start Guide was published in April 2023. Artificial
Intelligence (AI) is a rapidly developing field. This guideis based on GPT-3.5, the latest free version of ChatGPT
available at the time of writing. As well as dynamic changes
in technology, the ethical implications of ChatGPT andother forms of AI are also swiftly advancing. Readers areadvised to constantly check reliable sources for the latest
news and updates.

ChatGPT and Artificial Intelligence in higher education: Quick start guide

ChatGPT and Artificial Intelligence in higher education:
Quick start guide
Table of Contents

What is ChatGPT?............................................................................................................................................................................................... 5

Get started with ChatGPT............................................................................................................................................................................... 5
Create an account......................................................................................................................................................................................... 5
Use ChatGPT................................................................................................................................................................................................... 5
Important considerations when using ChatGPT............................................................................................................................... 6

Artificial intelligence........................................................................................................................................................................................ 7

Applications of ChatGPT in higher education....................................................................................................................................... 8
Teaching and learning................................................................................................................................................................................. 8
Research........................................................................................................................................................................................................... 9
Administration.............................................................................................................................................................................................10
Community engagement.........................................................................................................................................................................10

Challenges and ethical implications........................................................................................................................................................10
Academic integrity.....................................................................................................................................................................................11
Lack of regulation.......................................................................................................................................................................................11
Privacy concerns..........................................................................................................................................................................................11
Cognitive bias...............................................................................................................................................................................................11
Gender and diversity..................................................................................................................................................................................11
Accessibility...................................................................................................................................................................................................11
Commercialization......................................................................................................................................................................................11

UNESCO Recommendation on the Ethics of AI...................................................................................................................................12
Actioning the UNESCO Recommendation.........................................................................................................................................12

Adapting to ChatGPT in your higher education institution..........................................................................................................12
Use ChatGPT with care and creativity..................................................................................................................................................12
Build capacity to understand and manage ChatGPT.....................................................................................................................13
Conduct an AI audit...................................................................................................................................................................................14
Resources and further information..........................................................................................................................................................144

ChatGPT and Artificial Intelligence in higher education: Quick start guide

What is ChatGPT?

Get started with ChatGPT

ChatGPT is a language model that allows people to interact
with a computer in a more natural and conversational way. GPTstands for “Generative Pre-trained Transformer” and is the namegiven to a family of natural language models developed byopen Artificial Intelligence (AI). This is also known as a form ofgenerative AI because of its ability to produce original results.

This step-by-step guide is also available as a video tutorial
and a seminar in IESALC Campus. For more information, visit
https://campus.iesalc.unesco.org.

ChatGPT uses natural language processing to learn fromInternet data, providing users with artificial intelligence-based
written answers to questions or prompts.

1. In any internet browser, go to: https://chat.openai.com/

These models are trained on large text datasets to learn topredict the next word in a sentence and, from that, generate
coherent and compelling human-like output in response to aquestion or statement. In the case of ChatGPT, 570gb of data
representing 300 billion words have been supplied to thesystem and it has around 175 billion parameters.1
We can think about ChatGPT as a “computer robot” withwhom you can talk about anything.2 This is helped by its userfriendly interface. ChatGPT can be asked for data, analysis andeven an opinion. However, the algorithm by which it works
does not take a definite position, as its interpretation is basedon the statistical analysis of billions of texts on the Internet.
This Quick Start Guide is based on GPT-3.5, the latest
free version of ChatGPT available at the time of writing.
Subsequent versions are expected to have more functionality
including the capacity to interpret different types of data andwith more advanced writing abilities.3

We asked ChatGPT to explain
ChatGPT in 50 words. Here is its
answer:ChatGPT is a large language model developed by
OpenAI, based on the GPT-3.5 architecture. It cangenerate human-like text based on input prompts,
answer questions, and perform a variety of natural
language processing tasks. It was trained on a
massive dataset of internet text to learn patterns
and relationships in language.

Create an account
2. Create an account:a. Enter your email address or connect a Google or
Microsoft account.
b. Create a password (at least 8 characters).
c. Check the email address for an email from OpenAI andclick to verify your email address.
d. Enter your first and last name and date of birth.
e. Enter your phone number.
f. Enter the verification code that you receive by text
message.
Note that ChatGPT is not currently available in all countries.

Use ChatGPT
1. Once you have created an account or logged in, enter yourquestion or prompt into the field ‘Send a message’.
2. The response will be generated immediately, with thewords appearing quickly across your screen.
a. Consider marking whether the response is acceptable or
not by selecting the thumb up or thumb down icon. If
you select an icon, a pop-up box will ask you provide
additional comments (not required) before you submit
your feedback.
3. Click ‘Regenerate response’ to have ChatGPT answer thesame prompt again.
a. Consider marking whether you found the revised
response better, the same or worse.
b. If you generate multiple responses, you can scroll
between them.
4. The chat is saved in the left-hand menu. You can rename ordelete the chat.
5. To start a new query, click on ‘New chat’ or type into ‘Send amessage’ underneath any existing query.

1 https://www.sciencefocus.com/future-technology/gpt-3/
2 Almost anything: ChatGPT has been trained to refuse inappropriate requests e.g., questions that violate someone’s rights, promote discrimination are
offensive or deliberately seek to mislead. While robust, this training is not foolproof.
3 https://www.timeshighereducation.com/news/gpt-4s-launch-another-step-change-ai-and-higher-education5

ChatGPT and Artificial Intelligence in higher education: Quick start guide

Important considerations when using
ChatGPT
To produce a more relevant result, provide ChatGPT withprompts about how you want it to respond.4 For example:
Tell me how [add query] works in 50 words.
Behave as/Act as a higher education manager. [Addquery]
Write a four-paragraph essay about [add query]

If your query does not produce the intended result, trychanging the prompt(s) and run the query again.
Due to high demand, the free version of ChatGPT may be
unavailable or run very slowly.
Data used to train ChatGPT’s responses goes up to 2021.
This means ChatGPT has no knowledge about anythingthat has happened or been created since 2021. However,some browsers that integrate ChatGPT do enable it toconnect to more recent information.
There is no way that ChatGPT can verify the information it
provides or to assess its reliability.
To ascertain the circumstances in which ChatGPT may be safe
to use, follow this flowchart: 5Frequently asked questions
about accessing ChatGPT

Figure 1: When is it safe to use ChatGPT?5

How do I find it? At https://chat.openai.com
What information do I have to provide to use it?
To create an account, you need to use your email
address, phone number, name, and date of birth.
Is there an app? No, ChatGPT is only available
through a web browser using an internet enabled
device.
Is it free? Yes, there is a free version. An option to
upgrade to ChatGPT Plus for US$20/month is in theprocess of being rolled out.
What is the difference between the free and thepaid version? According to OpenAI, ChatGPT Plus
subscribers get priority access to the latest releases,
more reliable availability, and faster response speeds.
Can I ask it questions in any language? ChatGPT
works best in English because of the amount of
information available to it but it also works in otherlanguages including Spanish, Portuguese, and French.
The reliability of responses may vary depending on
the language.
Does it work in all countries? It works in most places
but is blocked or unavailable in around 30 countries.
Does it work offline? No, you must have a live
internet connection to use ChatGPT.

4 More examples of prompts can be found at Atlas, S. (2023) ‘ChatGPT for Higher Education and Professional Development: A Guide to Conversational
AI’, College of Business Faculty Publications [Preprint]. Available at: https://digitalcommons.uri.edu/cba_facpubs/548.
5

6

Flowchart devised by Aleksandr Tiulkanov, AI and Data Policy Lawyer, January 2023

ChatGPT and Artificial Intelligence in higher education: Quick start guide

Figure 2: ChatGPT home screen

Artificial intelligence
ChatGPT is based on machine learning, which is currently
the most popular technique in Artificial Intelligence (AI)technology. This section summarizes the different types of AI.
One way to understand AI is by classifying it by capabilities:
Artificial Narrow Intelligence (ANI) and Artificial GeneralIntelligence (AGI). ANI, or weak AI, is the type of AI thathas been achieved so far. AGI, if ever reached, would becomparable to human intelligence.
ANI has two main functionalities: reactive machines andlimited memory. Reactive machines are the primary type ofAI that store memories or experiences. They solely react to a
current scenario as they are taught one thing or task and are
rarely applied to other scenarios. The most famous example of areactive machine is IBM’s Deep Blue computer, which was able toplay chess and beat international grandmaster Garry Kasparov.
Limited memory stores information for a short time and reacts
to it. For example, autonomous vehicles or self-driving cars
use the information of their surroundings and automaticallymake decisions such as stop or turn.
Machine learning is the currently the most popular techniqueof ANI and has seen significant progress in recent years. Rather
than being programmed with rules to produce answers,
computers receive data and the answers expected from thedata and, as a result, produce rules by identifying patterns
between the two. ChatGPT is based on machine learning.

Other techniques of ANI include symbolic logic (also called
inference engines or if-then models), expert systems, andknowledge graphs. Symbolic logic is most typically appliedin chatbots, which determine the nature of a user’s problem
through a series of closed questions, from where the chatbot
may refer users to a human agent. Knowledge graphs areways to connect and explain different concepts/data that are
not based on machine learning.

What is artificial intelligence (AI)?
As technology develops, so too do the ways wedefine it. There is no single or fixed definition of AI,
but there is common agreement that machines
based on AI “are potentially capable of imitating
or even exceeding human cognitive capacities,
including sensing, language interaction, reasoning
and analysis, problem solving, and even creativity.”
UNESCO World Commission on the Ethics ofScientific Knowledge and Technology (2019).
Preliminary Study on the Ethics of Artificial
Intelligence. Available at: https://unesdoc.unesco.
org/ark:/48223/pf0000367823

7

ChatGPT and Artificial Intelligence in higher education: Quick start guide

Example of symbolic logic – the chatbot Boti, provided by
the city of Buenos Aires, Argentina. Boti works online and in
WhatsApp

Example of a knowledge graph – result of entering the query‘UNESCO’ into a Google search.

Source: http://buenosaires.gob.ar/boti

Applications of ChatGPT in higher
education
Although still a recent development, ChatGPT has alreadybeen applied widely in different functions of higher
education. This section outlines some possible uses of
ChatGPT in teaching and learning, research, administration,and community engagement.

Teaching and learning
Due to its ability to generate and assess information, ChatGPT
can play a range of roles in teaching and learning processes.
Together with other forms of AI, ChatGPT could improve
the process and experience of learning for students. To dothis, ChatGPT can be used as a standalone tool, or it can be
integrated into other systems and platforms used by HEIs.
ChatGPT can perform many simple or technical tasks (e.g.,basic research, calculations, proofing) and the examples
outlined in the table show how ChatGPT could beincorporated and used to augment teaching and learning.

8ChatGPT and Artificial Intelligence in higher education: Quick start guide

Role6

Description

Example of implementation

Possibility engine

AI generates alternative ways of
expressing an idea

Students write queries in ChatGPT and use the Regenerate response
function to examine alternative responses.

Socratic opponent

AI acts as an opponent to develop
and argument

Students enter prompts into ChatGPT following the structure of aconversation or debate. Teachers can ask students to use ChatGPT to
prepare for discussions.

Collaboration coach

AI helps groups to research andsolve problems together

Working in groups, students use ChatGPT to find out information tocomplete tasks and assignments.

Guide on the side

AI acts as a guide to navigate
physical and conceptual spaces

Teachers use ChatGPT to generate content for classes/courses (e.g.,
discussion questions) and advice on how to support students inlearning specific concepts.

Personal tutor

AI tutors each student and gives
immediate feedback on progress

ChatGPT provides personalized feedback to students based on
information provided by students or teachers (e.g., test scores).

Co-designer

AI assists throughout the design
process

Teachers ask ChatGPT for ideas about designing or updating acurriculum (e.g., rubrics for assessment) and/or focus on specificgoals (e.g., how to make the curriculum more accessible).

Exploratorium

AI provides tools to play with,
explore and interpret data

Teachers provide basic information to students who write different
queries in ChatGPT to find out more. ChatGPT can be used to support
language learning.

Study buddy

AI helps the student reflect onlearning material

Students explain their current level of understanding to ChatGPT andask for ways to help them study the material. ChatGPT could also be
used to help students prepare for other tasks (e.g., job interviews).

Motivator

AI offers games and challenges toextend learning

Teachers or students ask ChatGPT for ideas about how to extend
students’ learning after providing a summary of the current level ofknowledge (e.g., quizzes, exercises).

Dynamic assessor

AI provides educators with aprofile of each student’s current
knowledge

Students interact with ChatGPT in a tutorial-type dialogue andthen ask ChatGPT to produce a summary of their current state ofknowledge to share with their teacher/for assessment.

Research 6
ChatGPT can be used by researchers at different stages of theresearch process. This is summarized in figure 3.
ChatGPT has also been trialled in other processes relating
to research, such as completing the technical parts ofresearch grant applications (e.g., communications plans). An
experimental use of ChatGPT to assess its ability to provide

peer review of academic papers found that it may be able toaid in predicting whether a paper will be accepted.7
ChatGPT has also been used to generate entire academic
journal articles,8 opening an ethical debate about whether
a non-human author can be considered a contributor to thecreation of knowledge. At the time of writing this Quick Start
Guide, no consensus had been reached. Some publishers
have argued that ChatGPT cannot take responsibility for the

6 The roles and descriptions were created by Mike Sharples (Professor Emeritus of Educational Technology, Open University, UK) and are reproducedwith permission. The examples of implementation were devised by UNESCO IESALC and also draw from suggestions by Ronald Knust Graichen(Education Consultant, the Netherlands) published at https://eduteka.icesi.edu.co/articulos/KNUST-como-usar-chatGPT-en-el-aula.
7 Srivastava, M. (2023) ‘A day in the life of ChatGPT as an academic reviewer: Investigating the potential of large language model for scientific literature
review’. OSF Preprints. Available at: https://doi.org/10.31219/osf.io/wydct.
8 For example, https://www.scientificamerican.com/article/we-asked-gpt-3-to-write-an-academic-paper-about-itself-mdash-then-we-tried-to-get-itpublished/.

9ChatGPT and Artificial Intelligence in higher education: Quick start guide

Figure 3: Possible uses of ChatGPT in the research process

Image created by UNESCO IESALC

content or integrity of articles and therefore cannot be an
author, whereas others accept its role as co-creator.9

with ChatGPT, the style is more conversational, creating amore personalized experience.

Administration

Community engagement

ChatGPT’s main role in supporting higher education
institutions’ (HEI) administration has been in improving theefficiency of processes. In this way, ChatGPT can reduce
human administrative time spent on tasks such as:

HEIs can also use ChatGPT to develop sound strategies forcommunity engagement. Considering their own specificcharacteristics (geography, location, community needs, local
demographics), ChatGPT could be asked to develop targeted
strategies to improve the wellbeing of the overall community.
Based on those strategies, they could develop communication
campaigns geared to the community and with a specific callto action.

Responding to queries from applicants (potential students)
Helping students to sign up for courses, complete course
requirements, check administrative information (e.g., exam
timetables, location of classes)
Finding news, resources, and other information
Sending reminders or notifications
Translation of information for international students/staff
With the use of ChatGPT, administrative services can beavailable 24/7 and can be supported across different
platforms. As well as integration into websites, it can also
be used with social media, messaging services and learning
management systems/virtual campuses. When interacting

Challenges and ethicalimplications
The impact of ChatGPT on higher education has been
immediate and divisive. Although its applications in higher
education are extensive, many universities have alreadybanned it over fears of student plagiarism, and several
countries have blocked ChatGPT.10 This section distils themain challenges and ethical implications of ChatGPT in higher
education.

9 Stokel-Walker, C. (2023) ‘ChatGPT listed as author on research papers: many scientists disapprove’, Nature, 613(7945), pp. 620–621. Available at:https://doi.org/10.1038/d41586-023-00107-z.
10 At the time of writing, ChatGPT is blocked in China, Iran, Italy, North Korea, and Russia. It is unavailable in 32 other countries. See also: https://www.
bbc.com/news/technology-65139406 and https://www.wepc.com/tips/what-countries-is-chat-gpt-unavailable/.

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ChatGPT and Artificial Intelligence in higher education: Quick start guide

Academic integrity

Cognitive bias

The main concern that has been expressed about ChatGPT
in higher education relates to academic integrity.11 HEIs andeducators have sounded alarm bells about the increased riskof plagiarism and cheating if students use ChatGPT to prepare
or write essays and exams. This may have deeper implications
for subjects that rely more on written inputs or information
recall, areas that ChatGPT can better support.

It is important to note that ChatGPT is not governed by
ethical principles and cannot distinguish between right andwrong, true and false. This tool only collects information fromthe databases and texts it processes on the internet, so it
also learns any cognitive bias found in that information. It istherefore essential to critically analyse the results it provides
and compare them with other sources of information.

There are also concerns that existing tools to detect
plagiarism may not be effective in the face of writing doneby ChatGPT. This has already led to the development of otherapplications that can detect whether AI has been used inwriting. In the meantime, multiple HEIs around the world havebanned ChatGPT due to concerns around academic integrity
and others have updated or changed the way they doassessments, basing them instead on in-class or non-written
assignments.

Concerns about gender and other forms of discrimination are
not unique to ChatGPT but to all forms of AI.14 On the one
hand, this reflects the lack of female participation in subjects
related to AI and in research/development on AI and on
the other hand, the power of generative AI to produce anddisseminate content that discriminates or reinforces gendered
and other stereotypes.15

Lack of regulation

Accessibility

ChatGPT is not currently regulated, a concern addressed by
the UNESCO Recommendation on the Ethics of AI (see next
section). The extremely rapid development of ChatGPT has
caused apprehension for many, leading a group of over 1,000
academics and private sector leaders to publish an open letter
calling for a pause on the development of training powerful
AI systems.12 This cessation would allow time for potential
risks to be investigated and better understood and for shared
protocols to be developed.

There are two main concerns around the accessibility of
ChatGPT. The first is the lack of availability of the tool insome countries due to government regulations, censorship,or other restrictions on the internet. The second concern
relates to broader issues of access and equity in terms of theuneven distribution of internet availability, cost and speed.
In connection, teaching and research/development on AI
has also not been evenly spread around the world, withsome regions far less likely to have been able to develop
knowledge or resources on this topic.

Privacy concerns
In April 2023, Italy became the first country to block ChatGPT
due to privacy related concerns.13 The country’s dataprotection authority said that there was no legal basis forthe collection and storage of personal data used to train
ChatGPT. The authority also raised ethical concerns aroundthe tool’s inability to determine a user’s age, meaning minors
may be exposed to age-inappropriate responses. This
example highlights wider issues relating to what data is being
collected, by whom, and how it is applied in AI.

Gender and diversity

Commercialization
ChatGPT was created by a private company, OpenAI. Whilst
the company has pledged to maintain a free version of
ChatGPT, it has launched a subscription option (currently
US$20/month) that offers greater reliability and faster accessto new versions of the tool. The involvement of private
entities in higher education is not new and calls for careand regulation if selecting AI and other tools that are run bycompanies dependent on making profit, may not be open
source (and therefore more equitable and available), andwhich may be extracting data for commercial purposes.

11 See also: Sullivan, M., Kelly, A. and McLaughlan, P. (2023) ‘ChatGPT in higher education: Considerations for academic integrity and student learning’,
Journal of Applied Learning and Teaching, 6(1). Available at: https://doi.org/10.37074/jalt.2023.6.1.17.
12https://futureoflife.org/open-letter/pause-giant-ai-experiments/

13

https://www.bbc.com/news/technology-65139406

14 See also: https://code.intef.es/noticias/chatgpt-un-riesgo-o-una-oportunidad-para-el-sector-educativo/; https://www.cbsnews.com/news/chatgptlarge-language-model-bias-60-minutes-2023-03-05/
15 UNESCO IESALC (2021) Women in higher education: has the female advantage put an end to gender inequalities? Available at: https://unesdoc.
unesco.org/ark:/48223/pf0000377182; https://oecd.ai/en/wonk/closing-the-gender-gap

11ChatGPT and Artificial Intelligence in higher education: Quick start guide

UNESCO Recommendationon the Ethics of AI

higher education stakeholders on AI, targeting particularly
those contexts where AI has been less widespread.

The UNESCO Recommendation on the Ethics of AI aims
to provide a foundation so that AI systems work for the
betterment not only of individuals and societies but also
for the good of the environment and ecosystems. The
Recommendation is also designed to prevent harm from or
by AI.

Actioning the UNESCO Recommendation

Recognizing that AI has both positive and negative effects,
the Recommendation was adopted in late 2021 with the
expectation that governments would adopt it at national level
and that other public and private sector actors would benefit
from the ethical guidance provided by the Recommendation.
UNESCO has also published guidance for policymakers
on AI and education. It outlines emerging practices in
education and discusses the challenges of using AI to achieve
Sustainable Development Goal 4 (Quality Education).
This will be accompanied later in 2023 by a Manual on AI in
Higher Education to be published by UNESCO IESALC. Thisis believed to be the first globally comprehensive guide for

UNESCO Recommendation on the Ethics of AI, adopted in 2021

Harnessing the rapid spread of AI to ensure it supports thegreater good should go hand in hand with the implementationof the UNESCO Recommendation on the Ethics of AI.
The UNESCO guidance for policymakers on AI and education
sets out policy recommendations in seven areas:
1. A system-wide vision and strategic priorities
2. Overarching principle for AI and education policies
3. Interdisciplinary planning and inter-sectoral governance
4. Policies and regulations for equitable, inclusive, and ethicaluse of AI
5. Master plans for using AI in education management,teaching, learning, and assessment
6. Pilot testing, monitoring and evaluation, and building anevidence base
7. Fostering local AI innovations for education
The forthcoming UNESCO IESALC Manual on AI in Higher
Education will include recommendations on implementing
AI in line with the ethical principles set out in the UNESCO
Recommendation and tailored guidance for higher education
stakeholders on adapting the UNESCO guidance on AI andeducation.

Statement by UNESCO Director-General Audrey Azoulay,
30 March 2023

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ChatGPT and Artificial Intelligence in higher education: Quick start guide

Adapting to ChatGPT in yourhigher education institution

Build capacity to understand andmanage ChatGPT

Used ethically and with due consideration of the need to build
individual and institutional capacity, ChatGPT could support
HEIs to provide students with a more personalized and relevant
learning experience, make administrative processes more
efficient, and advance research and community engagement.

Adjusting to higher education in the era of ChatGPT also
demands that HEIs pay attention to their role in building
capacity to understand and to manage ChatGPT and AI. This
must be balanced by the understanding that, at least for now,
ChatGPT cannot replace human creativity and critical thinking
and it is on these strengths that higher education has flourished.

Use ChatGPT with care and creativity
While some states and HEIs have blocked ChatGPT, most
governments and HEIs are seeking ways to adjust to a worldin which AI has become more widespread, accessible, andeasy to use. In that sense, ChatGPT can be used but requires
both care and creativity to ensure it is handled ethically andappropriately.
Suggested ways forward include:16
Create opportunities for faculty, staff, students, and otherstakeholders to discuss the impact of ChatGPT on the
HEI and co-construct strategies to adapt and adopt to AI.
The section below on conducting an AI audit offers one
route for this type of engagement.
Introduce clear guidance for students and instructors
about how and when ChatGPT can be used (and when
it cannot). Such guidance should be negotiated withstudents and teachers, not imposed on them.
Connect the use of ChatGPT to course learning
outcomes. This helps students understand how ChatGPT
can support their learning and what expectations there
are for them.
Review all forms of assessment and evaluation toensure that each element is fit for purpose. This review
may lead to replacing exams or other assessments with
in-person assessments or altering the types of questions
or exam formats that are used.

New programmes/courses that focus on ChatGPT/AI will
increase research and development capacity and provide
students with cutting edge knowledge.
Existing programmes/courses can be updated toincorporate teaching of:
AI literacy – as part of an expanded understanding ofdigital literacy and skills
AI ethics
Core AI competencies and skills
Training for staff can ensure that the support they provide
to students and other stakeholders builds on rather thanreplicating what chatbots/AI tools offer and increase
confidence in the deployment of technology.
Peer support and mentoring for faculty members to increaseskill level and share good practices for teaching and ways ofusing ChatGPT in research can be done within faculties, atinstitutional level, or among supra-institutional communities
of knowledge.
UNESCO IESALC will be offering an interactive version of thisQuick Start Guide through Campus IESALC, a social andcollaborative learning community. A longer course on AI
and higher education is also envisaged. These courses aredesigned to strengthen competencies in the use of ChatGPT
and other forms of AI in higher education.

Review and update policies relating to academic
integrity/honesty in relation to ChatGPT and other AI
tools.17
Train teachers, researchers, and students to improve
the queries they pose to ChatGPT. As researchers havenoted, ChatGPT is most useful when the inputs provided
to it are carefully created.18
16 Some of these suggestions are adapted from existing guidance already issued by HEIs. For example: http://www.rochester.edu/college/honesty/
assets/pdf/chatgpt-ai-guidance-for-instructors.pdf
17

See for example: https://conecta.tec.mx/es/noticias/nacional/institucion/tec-de-monterrey-recomienda-su-comunidad-uso-inteligente-de-chatgpt

18

https://www.timeshighereducation.com/depth/chatgpt-revolution-academic-research-has-begun

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ChatGPT and Artificial Intelligence in higher education: Quick start guide

Conduct an AI audit

2. Decide which AI to use
Which areas could benefit from using AI? (e.g., student
services, assessment, research)

Stages of an AI audit in higher
education
1. Understand2. Decide
3. Monitor
Regardless of whether ChatGPT and other forms of AI are
already being used in your HEI, conducting an AI audit19 is an
important step that will help assess the current situation andsupport institutional planning.
It is suggested that this audit is undertaken by the HEI’s
governing body following extensive consultation with allacademic, administrative and IT departments as well as withstudents. HEIs may consider additionally consulting with their
key stakeholders such as members of the local community,
research partners, and students’ families.
1. Understand the current situation
What is data-driven AI?
How can digital technology support this HEI’s functions?
If the technology is based on AI:
What data does it collect?
How does its data processing work?
At institutional level, what relevant policies or regulations
currently exist?
On the use of AI
On privacy and data protection
On related areas (e.g., plagiarism, safeguarding)What external policies or regulations does the HEI need toaccount for (e.g., from government or research funders)?

Which AI technology could be chosen?
What would be the criteria for choosing?
What value does the technology add?
How would data be protected?
What is the HEI’s position on open source/access vscommercial AI tools?
How can the HEI ensure accessibility factors are
considered?
3. Monitor performance and equity
How effective is the AI technology in meeting the needthat was identified?
What criteria are used to measure effectiveness?
Can the data collected be used by the HEI?
How can it be used?
How often is data collected?
To what extent is the AI technology overcoming or
addressing equity concerns?
How is this measured?

Resources and further information
Campus IESALC: https://campus.iesalc.unesco.org/
UNESCO (2021) Recommendation on the Ethics of Artificial
Intelligence. Available at: https://unesdoc.unesco.org/
ark:/48223/pf0000381137
UNESCO (2021) AI and education: Guidance for policy-makers.
Available at: https://unesdoc.unesco.org/ark:/48223/
pf0000376709
UNESCO World Commission on the Ethics of Scientific
Knowledge and Technology (2019). Preliminary Study on
the Ethics of Artificial Intelligence. Available at: https://
unesdoc.unesco.org/ark:/48223/pf0000367823

Which types of AI are currently being used in this HEI?
In which functions or units?
Do all stakeholders (faculty, staff, students) have accessto these tools?
How is training and support provided?

19 This audit has been adapted with permission from the AI Audit in Education developed by Priscila Gonsales (Co-founder and Director of
Educadigital and Researcher at the UNESCO Chair in Open and Distance Education, University of Brasília, Brazil).

14

Higher Education
Research and Foresight
Digital Transformation and Artificial Intelligence
The UNESCO International Institute for Higher Education (UNESCO
IESALC) is one of UNESCO’s key education-focused institutes and is
the only institute in the United Nations with a specific mandate forhigher education. Taking a holistic and integrated intersectoral andcross-sectoral approach to higher education, UNESCO IESALC provides
support to Member States through policy-driven and action-oriented
research and publications, capacity development, training, advocacy andnetworking.
This Quick Start Guide introduces ChatGPT, an Artificial Intelligence(AI) tool that has taken the world by storm, reaching 100 million users
just two months after being launched. The Quick Start Guide provides
an overview of how ChatGPT works and explains how it can be usedin higher education. The Quick Start Guide raises some of the main
challenges and ethical implications of AI in higher education and offers
practical steps that higher education institutions can take.

info-IESALC@unesco.org

iesalc.unesco.org@unesco_iesalc@unesco_iesalc

UNESCO IESALC

Sustainable
Development
Goals