Generative AI and the future of education: Ragnarök or reformation? A paradoxical perspective from management educators

• Published in: The international journal of management education Vol. 21; no. 2; p. 100790
• Main Authors: Lim, Weng Marc, Gunasekara, Asanka, Pallant, Jessica Leigh, Pallant, Jason Ian, Pechenkina, Ekaterina
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.07.2023
• Subjects: Academic integrity; Bard; ChatGPT; Critical analysis; DALL-E; Education; Educator; Ethics; Future of education; Generative AI; Generative artificial intelligence; Google; Management education; Management educator; OpenAI; Paradox; Paradox theory; Ragnarök; Reformation; Transformation; Transformative education; Future of education; Google; Paradox; Transformation; Generative AI; Critical analysis; Ragnarök; Academic integrity; Educator; Reformation; Transformative education; Bard; Ethics; Management education; DALL-E; ChatGPT; Generative artificial intelligence; Education; Management educator; OpenAI; Paradox theory
• ISSN: 1472-8117
• DOI: 10.1016/j.ijme.2023.100790

Generative artificial intelligence (AI) has taken the world by storm, with notable tension transpiring in the field of education. Given that Generative AI is rapidly emerging as a transformative innovation, this article endeavors to offer a seminal rejoinder that aims to (i) reconcile the great debate on Generative AI in order to (ii) lay the foundation for Generative AI to co-exist as a transformative resource in the future of education. Using critical analysis as a method and paradox theory as a theoretical lens (i.e., the “how”), this article (i) defines Generative AI and transformative education (i.e., the “ideas”), (ii) establishes the paradoxes of Generative AI (i.e., the “what”), and (iii) provides implications for the future of education from the perspective of management educators (i.e., the “so what”). Noteworthily, the paradoxes of Generative AI are four-fold: (Paradox #1) Generative AI is a ‘friend’ yet a ‘foe’, (Paradox #2) Generative AI is ‘capable’ yet ‘dependent’, (Paradox #3) Generative AI is ‘accessible’ yet ‘restrictive’, and (Paradox #4) Generative AI gets even ‘popular’ when ‘banned’ (i.e., the “what”). Through a position that seeks to embrace rather than reject Generative AI, the lessons and implications that emerge from the discussion herein represent a seminal contribution from management educators on this trending topic and should be useful for approaching Generative AI as a game-changer for education reformation in management and the field of education at large, and by extension, mitigating a situation where Generative AI develops into a Ragnarök that dooms the future of education of which management education is a part of (i.e., the “so what”). •Generative artificial intelligence (AI) has been popularized by ChatGPT.•Great debate on Generative AI in education is reconciled through a paradoxical perspective.•Paradoxes of Generative AI are four-fold.•Generative AI should be embraced rather than shunned in the future of education.•Takeaways include definitions, lessons, implications, guidelines, and future directions.