Épisodes

  • University of Texas at Dallas: Human-in-the-Loop or AI-in-the-Loop? Automate or Collaborate?

    University of Texas at Dallas: Human-in-the-Loop or AI-in-the-Loop? Automate or Collaborate?
    Feb 7 2025

    Summary of https://arxiv.org/pdf/2412.14232v1

    Contrasts Human-in-the-Loop (HIL) and AI-in-the-Loop (AI2L) systems in artificial intelligence. HIL systems are AI-driven, with humans providing feedback, while AI2L systems place humans in control, using AI as a support tool.

    The authors argue that current evaluation methods often favor HIL systems, neglecting the human's crucial role in AI2L systems. They propose a shift towards more human-centric evaluations for AI2L systems, emphasizing factors like interpretability and impact on human decision-making.

    The paper uses various examples across diverse domains to illustrate these distinctions, advocating for a more nuanced understanding of human-AI collaboration beyond simple automation. Ultimately, the authors suggest AI2L may be more suitable for complex or ill-defined tasks, where human expertise and judgment remain essential.

    Here are the five most relevant takeaways from the sources and our conversation history, emphasizing the shift from a traditional HIL perspective to an AI2L approach:

    • Control is the Key Differentiator: The crucial difference between Human-in-the-Loop (HIL) and AI-in-the-Loop (AI2L) systems lies in who controls the decision-making process. In HIL systems, AI is in charge, using human input to guide the model, while in AI2L systems, the human is in control, with AI acting as an assistant. Many systems currently labeled as HIL are, in reality, AI2L systems.

    • Human Roles are Reconsidered: HIL systems often treat humans as data-labeling oracles or sources of domain knowledge. This perspective overlooks the potential of humans to be active participants who significantly influence system performance. AI2L systems, in contrast, are human-centered, placing the human at the core of the system.

    • Evaluation Metrics Must Change: Traditional metrics like accuracy and precision are suitable for HIL systems, but AI2L systems require a human-centered approach to evaluation. This involves considering factors such as calibration, fairness, explainability, and the overall impact on the human user. Ablation studies are also essentialto evaluate the impact of different components on the overall AI2L system.

    • Bias and Trust are Different: HIL systems are prone to biases from historical data and human experts. AI2L systems are also susceptible to data and algorithmic biases but are more vulnerable to biases arising from how humans interpret AI outputs. Trust in HIL systems depends on the credibility of the human teachers, while trust in AI2L systems relies on transparency, explainability, and interpretability.

    • A Shift in Mindset is Necessary: Moving from HIL to AI2L involves a fundamental shift in how we approach AI system design and deployment. It means recognizing that AI is there to enhance human expertise, rather than replace it. This shift involves viewing AI deployment as an intervention within existing human-driven processes, and focusing on collaborative rather than purely automated solutions.
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    18 min
  • AI Action Summit: The International Scientific Report on the Safety of Advanced AI

    AI Action Summit: The International Scientific Report on the Safety of Advanced AI
    Feb 5 2025
    Summary of https://assets.publishing.service.gov.uk/media/679a0c48a77d250007d313ee/International_AI_Safety_Report_2025_accessible_f.pdf This report assesses the rapid advancements and potential risks of general-purpose AI. It details the technical processes involved in AI development, from pre-training to deployment, highlighting the significant computational resources and energy consumption required. The report examines various risks, including malicious use for manipulation, cybersecurity threats, and privacy violations, while also exploring potential benefits like increased productivity and scientific discovery. Furthermore, it addresses the global inequalities in AI research and development, emphasizing the need for responsible development and effective risk management strategies. Finally, the report concludes by acknowledging the need for further research and careful policy decisions to navigate the opportunities and challenges posed by advanced AI. Marginal risk is a critical concept for evaluating AI openness, moving beyond the simple 'open vs. closed' debate. This means that each increment of openness must be weighed against the risk introduced beyond current technologies. This approach recognizes that even small increases in risk over time could accumulate to an unacceptable level. This also means that it is not enough to know that AI can do something that is risky, but whether it increases the existing risk.The focus is not only on technical capabilities, but on the systemic risks of AI deployment, including market concentration, single points of failure, and the potential for a 'race to the bottom' in development, where safety is sacrificed for speed. This includes recognizing that the benefits and risks of open-weight models versus proprietary models are different."Loss of control" scenarios include both active and passive forms, with passive scenarios relating to over-reliance, automation bias, or opaque decision-making. Competitive pressures can push companies to delegate more to AI than they otherwise would.The quality of generated fake content may be less important than its distribution, which means that social media algorithms that prioritize engagement can be more of a problem than the sophistication of the deepfakes themselves.There's concern about the erosion of trust in the information environment as AI-generated content becomes more prevalent, leading to a potential 'liars’ dividend' where real information is dismissed as AI-generated. People may adapt to an AI-influenced information environment, but there is no certainty that they will.Data biases are a major concern, not only in sampling or selection, but also in how certain groups are over or underrepresented in training datasets. These biases may affect model performance across different demographics and contexts.AI systems can memorize or recall training data, leading to potential copyright infringement and privacy breaches. Research is being done into "machine unlearning", but current methods are imperfect and can distort other capabilities.Detecting AI-generated content is difficult and can be circumvented, however, humans collaborating with AI can improve detection rates and can be used to train AI detection systems.The report emphasizes the need for broad participation and engagement beyond the scientific community. This includes involving diverse groups of experts, impacted communities, and the public in risk management processes. Even the definitions of "risk" and "safety" are contentious, requiring diverse input."Harmful capabilities" can be hidden in a model and reactivated, even after "unlearning" methods are used. This poses governance challenges.Current benchmarks for evaluating AI risk may not be applicable across modalities and cultural contexts, since many current tests are primarily in English and text-based.Openly releasing model weights allows more people to discover flaws, but it can also enable malicious use. There is no practical way to reverse the release of open-weight models.AI incident-tracking databases are being developed to collect, categorize, and report harmful incidents.Many methods are being developed to help make AI more robust to attacks and misuse, including methods for detecting anomalies and potentially harmful behavior, as well as methods to fine-tune model behavior,The lifecycle of AI development involves many stages, from data collection to deployment, which means risks can emerge at multiple points.There are important definitions to understand to appreciate the nuances of AI risk, like "control-undermining capabilities," "misalignment", and "data minimization".The report recognizes that while AI has many potential benefits, there is a lot of work to do to safely and responsibly develop these powerful tools.
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    20 min
  • Carnegie Mellon University: Two Types of AI Existential Risk – Decisive and Accumulative

    Carnegie Mellon University: Two Types of AI Existential Risk – Decisive and Accumulative
    Feb 5 2025
    Summary of https://arxiv.org/pdf/2401.07836 Examines two contrasting hypotheses regarding existential risks from artificial intelligence. The decisive hypothesis posits that a single catastrophic event, likely caused by advanced AI, will lead to human extinction or irreversible societal collapse. The accumulative hypothesis, conversely, argues that a series of smaller, interconnected AI-induced disruptions will gradually erode societal resilience, culminating in a catastrophic failure. The paper uses systems analysis to compare these hypotheses, exploring how multiple AI risks could compound over time and proposing a more holistic approach to AI risk governance. Finally, it addresses objections and discusses implications for long-term AI safety. The provided paper challenges the conventional view of AI existential risk (x-risk) as sudden, decisive events caused by superintelligent AI, proposing instead that AI x-risks can accumulate gradually through interconnected disruptions. This alternative, the "accumulative AI x-risk hypothesis," suggests that seemingly minor AI-driven problems can erode societal resilience, leading to a potential collapse when a critical threshold is crossed. Here are some of the most interesting points: Two Types of AI Existential Risk: The paper contrasts two hypotheses: Decisive AI x-risk is the conventional view where a superintelligent AI causes an abrupt, catastrophic event leading to human extinction or irreversible societal collapse. This is often exemplified by scenarios like the "paperclip maximizer," where an AI with a simple goal causes unintended harm through its pursuit of instrumental sub-goals.Accumulative AI x-risk posits that x-risks emerge from the gradual accumulation of smaller AI-induced disruptions. These risks interact and amplify each other over time, weakening critical societal systems until a trigger event causes collapse. This is likened to the slow build-up of greenhouse gasses leading to climate change. The "Perfect Storm MISTER" Scenario: The paper introduces a thought experiment where multiple AI-driven risks converge. This scenario is meant to illustrate how different types of AI risks (Manipulation, Insecurity threats, Surveillance and erosion of Trust, Economic destabilization, and Rights infringement) can interact and create a catastrophic outcome. It posits a 2040 world with pervasive AI, where vulnerabilities are exploited through manipulation, cyberattacks, and surveillance. This leads to a collapse of critical systems and social order, highlighting how a perfect storm of AI-related issues can cause an existential crisis. The MISTER scenario details how AI manipulation erodes public trust and discourse, how IoT device insecurity leads to cyberattacks, how mass surveillance erodes trust and democratic norms, how economic destabilization arises from job losses and market fragmentation, and how rights infringement becomes widespread. Systems Analysis: The paper uses a systems analysis approach to understand how AI risks propagate. It highlights that systems are defined by their components, their interdependencies, and their boundaries. The analysis traces how initial perturbations, like a software bug or a manipulation campaign, can spread and amplify through networks, leading to catastrophic transitions at critical thresholds. The paper also examines three critical subsystems—economic, political, and military—and how AI impacts these. Divergent Causal Pathways: The decisive pathway assumes a single cause, a misaligned superintelligence, as the source of catastrophic risk. It suggests a unidirectional cascade of effects throughout the interconnected world as the ASI pursues its goals.The accumulative pathway describes multiple AI systems causing localized disruptions that interact and amplify through interconnected subsystems, creating a complex causal network. Reconceptualizing AI Risk Governance: The paper argues that the accumulative risk hypothesis requires a shift in AI governance, moving beyond just focusing on the risks of superintelligent AI. It calls for distributed monitoring systems to track how multiple AI impacts compound across different domains and also calls for centralized oversight for advanced AI development. This suggests a need to unify the governance of social and ethical risks with that of existential risks. Unifying Risk Frameworks: The paper criticizes the fragmentation of AI risk governance, where different types of risks are addressed separately. It suggests that the accumulative risk perspective can help bridge these fragmented approaches by highlighting how various risks interact. It argues for a more holistic approach that integrates ethical and social risks with existential risk considerations. Challenges and Future Work: The paper notes that several questions warrant further investigation, such as better methods for identifying when disruptions become critical, structured approaches for analyzing ...
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    28 min
  • U.S. Copyright Office: Copyright and Artificial Intelligence

    U.S. Copyright Office: Copyright and Artificial Intelligence
    Feb 5 2025

    Summary of https://www.copyright.gov/ai/Copyright-and-Artificial-Intelligence-Part-2-Copyrightability-Report.pdf

    This report from the U.S. Copyright Office examines the intersection of copyright law and artificial intelligence (AI), specifically focusing on the copyrightability of AI-generated works. The report analyzes different levels of human involvement in AI-generated content, considering factors such as prompts, expressive inputs, and modifications.

    It concludes that existing copyright law is sufficient to address these issues, emphasizing the crucial role of human authorship.

    • Copyright law does not protect AI-generated works, unless there's enough human input. This isn't just about effort, but about creative input.
    • The "black box" nature of AI systems is a core issue. Even developers often don't know how AI models generate their outputs, making it difficult to claim human authorship over those outputs.
    • Prompts, even detailed ones, usually don't provide enough control for copyright because the AI interprets and executes them in unpredictable ways. The system fills in the gaps, and the user's control is indirect. It is difficult to demonstrate sufficient closeness between "conception and execution".
    • Iterative prompting (revising prompts and re-submitting) does not equate to copyrightable authorship. It is like "re-rolling the dice" and does not demonstrate control over the process.
    • "Authorship by adoption," where someone claims ownership of an AI output just because they chose it, is generally not recognized. The act of selecting an AI-generated output from many options is not considered a creative act.
    • Expressive inputs, like a user's own artwork used as a starting point for AI generation, can be protected. The copyright would cover the human expression that is perceptible in the final output.
    • Modifying AI-generated content can create copyrightable material. This includes creative selection and arrangement, or making sufficient changes to the AI output.
    • AI is a tool, and using it does not negate copyright, if there is sufficient human creative contribution.
    • There is a concern that an increase in AI-generated outputs will undermine the incentive for humans to create.
    • Many countries agree that copyright requires human authorship. But, there is ongoing discussion regarding how to apply this to AI-generated works.
    • There is debate on whether a sui generis right is necessary. Most commenters opposed it, noting that AI systems do not need incentives to create.
    • The Copyright Office is monitoring technological and legal developments to determine if conclusions need revisiting.

    The report also explores international approaches to AI and copyright, noting a general consensus on the need for human authorship. Finally, it evaluates policy arguments for legal changes, ultimately recommending against legislative alterations.
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    16 min
  • European Commission: AI Act Article 5 – Prohibited Practices

    European Commission: AI Act Article 5 – Prohibited Practices
    Feb 5 2025

    Summary of https://digital-strategy.ec.europa.eu/en/library/commission-publishes-guidelines-prohibited-artificial-intelligence-ai-practices-defined-ai-act

    This document offers Commission Guidelines on the prohibitions of specific Artificial Intelligence (AI) practices outlined in the EU AI Act (Regulation (EU) 2024/1689).

    The guidelines clarify the scope and application of these prohibitions, providing examples and explanations to aid authorities in enforcement and to guide AI providers and deployers in ensuring compliance.

    These guidelines are non-binding, with final interpretation reserved for the Court of Justice of the European Union. The document addresses key areas such as manipulative AI, exploitation of vulnerabilities, social scoring, and biometric identification, examining their interplay with existing EU law.

    Here's a summary of key takeaways from the provided document, which outlines guidelines on prohibited AI practices under the EU's AI Act:

    • Harmful Manipulation, Deception, and Exploitation: The AI Act prohibits AI systems that use subliminal, purposefully manipulative, or deceptive techniques to materially distort behavior and cause significant harm. This includes exploiting vulnerabilities related to age, disability, or socioeconomic status.
    • Subliminal techniques, such as flashing images too quickly for conscious perception, are prohibited when used to manipulate behavior to cause significant harm.
    • Purposefully manipulative techniques are not defined in the AI Act, but they are techniques intended to increase the effectiveness and impact of manipulation, even if the intention to cause harm isn't there.
    • Deceptive techniques such as those that present false or misleading information are prohibited when used to manipulate behavior to cause significant harm. Generative AI systems that "hallucinate" may not be considered deceptive if the provider has informed the user of the system's limitations.
    • The concept of material distortion of behavior involves impairing a person's ability to make an informed decision, causing them to act in a way they wouldn't otherwise.
    • Significant harm includes physical, psychological, financial, and economic harm and must be reasonably likely to occur for the prohibition to apply.
    • Lawful persuasion is not prohibited, but manipulation is. Persuasion involves transparency and respects autonomy, while manipulation exploits vulnerabilities and aims to benefit the manipulator.
    • Social Scoring: The AI Act prohibits AI systems that classify individuals based on social behavior or personality traits, leading to detrimental or disproportionate treatment in unrelated social contexts.
      • This prohibition applies to both public and private actors.
    • Biometric Data and Facial Recognition: The Act prohibits untargeted scraping of facial images to create facial recognition databases. It also prohibits biometric categorization that infers sensitive characteristics like race, political opinions, or sexual orientation.
      • Real-time remote biometric identification (RBI) in public spaces for law enforcement is generally prohibited but allowed in certain exceptions, including targeted searches for victims of specific crimes, prevention of imminent threats, and locating suspects of certain crimes.
      • RBI use requires prior authorization from a judicial or independent administrative authority.
    • Emotion Recognition: AI systems that infer emotions in the workplace and educational settings are prohibited, with exceptions for medical and safety reasons.
    • Exclusions: The AI Act excludes certain areas, including national security, defense, military purposes, research, and personal non-professional activities from its scope.
    • Interplay with Other Laws: The AI Act works alongside other EU laws, including data protection, consumer protection, and non-discrimination laws.
    • Transparency and Oversight: The AI act mandates that the use of real-time RBI systems must be reported to market surveillance and data protection authorities.
    • Member State Flexibility: Member states may introduce stricter or more favorable laws that do not conflict with the AI Act.
    • Safeguards: The Act also highlights the need for fundamental rights impact assessments (FRIA) before deploying RBI systems in law enforcement. These assessments should consider the seriousness of the potential harm, the scale of people affected, and the probability of adverse outcomes.

    These guidelines aim to balance innovation with the protection of fundamental rights and safety, setting clear boundaries for AI practices that are considered too risky.
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    23 min
  • Centre for Future Generations: CERN for AI – The EU's Seat at the Table

    Centre for Future Generations: CERN for AI – The EU's Seat at the Table
    Feb 5 2025

    Summary of https://cfg.eu/cern-for-ai-eu-report

    This report proposes a "CERN for AI," a large-scale, pan-European public-private initiative to boost Europe's competitiveness in advanced artificial intelligence.

    The authors argue that Europe lags behind the US and China due to insufficient funding and a fragmented ecosystem, advocating for a centralized institution with substantial funding (€30-35 billion over three years) to develop trustworthy AI.

    Key components include access to frontier computational infrastructure, strong leadership, dedicated talent hubs, robust security measures, and effective public-private partnerships. The report explores the economic and geopolitical benefits, emphasizing the need for strategic autonomy and addressing security concerns related to AI.

    Ultimately, it aims to show how a CERN for AI can address Europe's economic and security challenges while promoting ethical AI development.
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    1 h et 3 min
  • University of Memphis: Generative AI in Education – From AutoTutor to the Socratic Playground

    University of Memphis: Generative AI in Education – From AutoTutor to the Socratic Playground
    Feb 5 2025
    Summary of https://arxiv.org/pdf/2501.06682 This research paper investigates the potential of Large Language Models (LLMs) in revolutionizing education. The authors explore the parallels between LLMs and human cognition, examining both the opportunities and challenges of integrating generative AI into pedagogical practices. They analyze the successes and limitations of earlier Intelligent Tutoring Systems (ITS), such as AutoTutor, before introducing the Socratic Playground, a next-generation ITS designed to overcome prior constraints. The paper emphasizes the importance of a pedagogy-first approach, ensuring that AI enhances—rather than overshadows—human teaching and learning. Here are some interesting and non-mainstream takeaways from the sources: Bidirectional Synergy Between LLMs and Human Cognition: The sources highlight a "bidirectional opportunity" where insights into Large Language Models (LLMs) can enhance our understanding of human cognition, and principles of human learning can guide the development of AI technologies. This suggests that studying AI can offer new perspectives on how humans learn, and vice versa, rather than being seen as completely separate fields. The NEOLAF (Never-Ending Open Learning Adaptive Framework) architecture exemplifies this synergy by integrating symbolic reasoning with neural learning. Generative AI Exceeding Human Cognitive Performance: Generative AI, like the o3 model, has demonstrated the ability to exceed human cognitive performance in areas like mathematics and scientific problem-solving. This suggests AI is not just a tool for assisting humans, but has the potential to operate at a higher level of cognitive function in specific areas. This capability challenges the traditional view of AI as merely a helper or an automation tool. Pedagogy-First Approach: The sources repeatedly emphasize that technology's success in education depends on its alignment with pedagogical principles. Simply integrating technology without careful thought about how it supports learning is unlikely to be effective. This suggests a shift from a technology-driven approach to a pedagogy-driven one, where educational goals guide the use of AI, rather than the other way around. Limitations of Technology Alone: The sources make it clear that technology alone cannot replace the complex relational and motivational elements of teaching. This counters the narrative that AI could potentially replace human teachers altogether. The human element of teaching, including emotional intelligence and mentorship, remains critical. Focus on Critical Thinking: The Socratic method is presented as a vital model for modern education, emphasizing critical thinking and inquiry over rote memorization. AI tools can enhance the Socratic method, but educators must still guide this process. This suggests that the goal of AI in education should be to cultivate critical thinking and deeper understanding, rather than simply automating tasks. Beyond Limitations of LLMs: The sources note a shift in focus from the limitations of LLMs to harnessing their capabilities. This suggests a more optimistic and practical approach, emphasizing how advanced AI can enhance learning, rather than dwelling on its potential drawbacks. Importance of Human Oversight: The sources repeatedly emphasize the importance of human oversight of AI tools, where teachers must learn how to operate AI tools but also how to scrutinize their outputs. This suggests that even the most advanced AI tools require careful human supervision to ensure that they are used effectively. The Socratic Playground's Five Interactive Modes: The Socratic Playground for Learning offers five interactive modes (Assessment, Tutoring, Vicarious, Gaming, Teachable Agent) that are designed to personalize learning and encourage critical thinking. These modes provide a range of options that cater to different learning needs and preferences, which is a more nuanced approach than traditional one-size-fits-all instruction. Teachable Agent Mode for Advanced Mastery: The "Teachable Agent Mode" in the Socratic Playground allows learners to teach a virtual student, solidifying their understanding. This approach leverages the principle that teaching enhances one's own learning and understanding. This mode suggests that the ultimate test of mastery is being able to explain the material to others, which is not a common approach in traditional learning settings. JSON-Based Prompt Approach: The sources detail a JSON-based prompt approach that provides a structured way to guide AI tutors, ensuring transparency, modularity, and ease of maintenance. This illustrates how a systematic approach to prompt design can enhance the effectiveness of AI in education. This level of detail offers a behind-the-scenes view of how AI systems can be developed in a clear and transparent manner. Learner's Characteristics Curve (LCC): The LCC, used within AutoTutor and applicable in the Socratic ...
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    20 min
  • Digital Education Council: Global AI Meets Academia Faculty Survey 2025

    Digital Education Council: Global AI Meets Academia Faculty Survey 2025
    Feb 5 2025
    Summary of https://www.digitaleducationcouncil.com/post/digital-education-council-global-ai-faculty-survey The Digital Education Council's 2025 Global AI Faculty Survey report analyzes faculty perspectives on AI integration in higher education. Key findings reveal widespread AI use, primarily for creating teaching materials, but also significant concerns about student AI evaluation skills and over-reliance. Faculty desire stronger institutional support, clearer guidelines, and improved AI literacy resources. The report highlights a positive outlook on AI's potential, while acknowledging challenges regarding assessment methods, workload, and ethical considerations. Here are some interesting takeaways from the Digital Education Council Global AI Faculty Survey 2025 that may not be mainstream: Faculty are using AI in teaching, but cautiously: While 61% of faculty have used AI in teaching, a large majority (88%) of those are using it minimally to moderately. This suggests that even among those who have adopted AI, there is a tendency to limit its integration into their teaching practices. This could be due to lack of clear guidelines and example use cases or deliberate choice by faculty.Faculty sentiment on AI is divided, with a notable neutral stance: While 57% of faculty hold a positive view of AI in education, a significant 30% remain neutral. This indicates a substantial proportion of educators are either uncertain or have mixed feelings about AI's impact. This neutrality is an important factor to consider when implementing AI strategies at educational institutions.Most faculty see AI as an opportunity, but a significant minority see it as a challenge: 65% of faculty view AI as an opportunity in education, while 35% see it as a challenge. This split in perception suggests that there are underlying concerns and that a significant portion of educators may need more support in understanding AI's benefits and how to address potential downsides.Faculty anticipate significant changes to their roles, but are unclear on the specifics: The majority of faculty (64%) believe that AI will bring significant to transformative changes to their roles as instructors. However, a considerable portion (16%) are not fully aware of the possible changes, which suggests a need for institutions to rectify this information gap through AI literacy and skills training.Most faculty are at early stages of AI proficiency: A large percentage of faculty (40%) are at the beginning or have no understanding of AI literacy and skills. Only a small minority (4%) consider themselves experts. This highlights that considerable development of AI literacy and skills is required among the faculty.There is a high level of concern over students’ ability to evaluate AI: A significant majority of faculty (83%) are concerned about students’ ability to critically evaluate AI-generated output. This is a key area of concern for faculty, and it is connected to their view of the most important skills that educators need in the age of AI, which is facilitating critical thinking.Faculty worry about student over-reliance on AI: A large majority (82%) of faculty are concerned about students becoming overly dependent on AI tools. This shows that faculty are not only worried about the quality of the work of students using AI, but also how that work may affect students' learning and their capacity for independent thinking.Most faculty don't find institutional AI guidelines comprehensive or clear: A large majority of faculty (80%) do not find their institutional AI guidelines for teaching to be comprehensive, and 80% also feel there is a lack of clarity on how AI can be applied in teaching. This demonstrates a significant gap between institutional guidance and faculty needs and perceptions.There is significant dissatisfaction with AI literacy resources: A large percentage (78%) of faculty do not believe that their institutions have provided sufficient resources to develop faculty AI literacy. This indicates a critical need for institutions to invest in adequate training and resources to help faculty adapt to the changing educational landscape.Faculty are keen to explore AI but cautious about its use in grading: Faculty are mostly happy to explore AI in course design, creating assignments, and developing teaching materials, but they are more cautious about using it for grading and providing feedback to students. These insights suggest that while faculty are engaging with AI, there are still many challenges and concerns that institutions need to address to facilitate effective and ethical AI integration in higher education. This survey complements the DEC's 2024 Global AI Student Survey to provide a holistic understanding of AI's impact on higher education.
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    28 min