Ar esamas teisinis reguliavimas užtikrina etišką dirbtinio intelekto naudojimą akademinių studijų procese?
Jakubaitytė, Vitalija |
Šis bakalauro baigiamasis darbas nagrinėja norminio reguliavimo etiško dirbtinio intelekto naudojimo akademinių studijų procese spragas. Tema yra itin aktuali, kadangi esamas dirbtinio intelekto norminis reguliavimas Lietuvoje bei pasaulyje dažnu atveju neapima visų teisėtumo ir atsakomybės klausimų, dėl ko aukštojo mokslo akademinei bendruomenei yra paliekama vietos interpretacijoms bei etiniams nusižengimams. Dirbtinis intelektas sparčiai keičia aukštojo mokslo procesus, o neetiškas jo naudojimas akademinių studijų procese gali pakenkti studijų kokybei bei akademinio sąžiningumo puoselėjimui. Pagrindinis šio darbo tikslas yra atskleisti akademinės etikos reguliavimo inovacijas, galimas spragas bei pasamprotauti, kaip gali ir / ar turi keistis pats studijų procesas dirbtinio intelekto naudojimo kontekste. Bakalauro baigiamajame darbe yra siekiama įgyventi šiuos uždavinius: išanalizuoti didžiausių Lietuvos universitetų norminius dokumentus ir palyginti jų DI naudojimo reglamentavimą, palyginti Lietuvos universitetų norminį reguliavimą su didžiausių pasaulio universitetų norminiu reguliavimu DI naudojimo aspektu bei atskleisti opiausius akademinės etikos reguliavimo iššūkius akademinių studijų procese dirbtinio intelekto naudojimo kontekste Lietuvoje. Darbo išvadose pasitvirtina iškelta hipotezė – esamas norminis reguliavimas neužtikrina etiško dirbtinio intelekto naudojimo studijų procese. Po atliktų analizių pasidaro aišku, kad Lietuvos norminis reguliavimas (lyginant su prestižiskiausių pasaulio universitetų norminiu reguliavimu) yra ganėtinai platus: yra apibrėžti autorystės klausimai, dirbtinio intelekto citavimo taisyklės, dirbtinio intelekto nesąžiningas naudojimas akademinių studijų metu yra prilyginamas etiniam nusižengimui (akademiniam nesąžiningumui), tačiau visi šie aspektai veda į kitą svarbų klausimą – ar turi keistis pats studijų procesas, kad būtų atliepiami studentų poreikiai, tikslingai vertinamos studentų žinios bei atsiskaitymai būtų orientuoti į realių studento žinių patikrinimą, o ne galimybę dangstytis dirbtinio intelekto sugeneruotu turiniu?
This bachelor thesis examines the gaps in the legal framework for the ethical use of artificial intelligence in academic studies. The topic is of particular relevance as the existing legal regulation of artificial intelligence in Lithuania and globally often does not cover all issues of legality and liability, leaving room for interpretation and ethical misconduct by the academic community of higher education. Artificial intelligence is rapidly changing the processes of higher education, and its unethical use in the academic study process can undermine the quality of studies and the promotion of academic integrity. The main objective of this paper is to highlight innovations in the regulation of academic ethics, potential gaps and to explore how the study process itself can and/or should change in the context of the use of artificial intelligence. The bachelor's thesis aims to: analyse the legal documents of the biggest Lithuanian universities and compare their regulation of the use of AI, compare the legal regulation of Lithuanian universities with the legal regulation of the largest universities in the world in the aspect of the use of AI, and reveal the most sensitive challenges in the regulation of academic ethics in the process of academic studies in the context of the use of artificial intelligence in Lithuania. These objectives helped to reveal the topic from different perspectives: the comparison of legal regulation helped to understand to what extent the use of AI in the education system is “described” and clear to the student and / or lecturer, what is the status of the regulation of AI in Lithuanian higher education in the global context, and what is the main obstacle to ensure the ethical use of AI in the process of academic studies. The correct and conscientious use of AI often leads to positive results, but much of the responsibility and awareness is left to the authors (in this context, the students). Academic integrity is a value upheld not only in the European but also in the global education system, but it is under serious and uncontrollable threat in the face of gaps in the regulation of academic ethics in the use of AI in academic studies. The absence of a system that identifies with 100% accuracy the use of AI in written (and other) work makes it difficult to ensure that it is used fairly and honestly. We need to look for alternatives, ways to control it, to use existing tools to detect AI, to educate, to communicate, and most importantly to regulate academic ethics as much as possible, to describe in as much detail as possible the fair use of AI systems in the course of studies, and to contribute to the creation of a solid legal framework in Lithuania for all higher education institutions. The conclusions of the thesis confirm the hypothesis – the existing legal framework does not ensure ethical use of artificial intelligence in the study process. This is a key conclusion of this work and should not be taken lightly. Change is necessary, and it needs to be initiated now, not in 5 or 10 years' time. After the analyses, it becomes clear that the Lithuanian legal regulation (compared to the legal regulation of the most prestigious universities in the world) is quite broad: there are defined authorship issues, rules for citing AI, and the unfair use of AI in academic studies is treated as an ethical offence (academic dishonesty), but all these aspects raise another important question – how should the study process itself change to meet students' needs, to assess students' knowledge in a targeted way, and to ensure that the reporting is focused on testing students' real knowledge, rather than on the possibility of using AI generated content as a cover?