One thing is clear about the role of AI in higher education: it is unavoidable. However, many other aspects remain uncertain. This paper aims to provide illustrative examples, offer several suggestions, and—most importantly—foster a discussion about how and in what contexts AI should be both taught and used in the context of humanities and social sciences.
The official Recommendations regarding the use of generative artificial intelligence for university educators at Charles University advise educators to “Monitor developments in AI tools and spend some of your time exploring their capabilities. Check out what they can do, how they can benefit your work, and how reliable they are or aren’t... Actively use these tools where appropriate. Encourage students to use AI tools while respecting their varying levels of knowledge and skills.”
These recommendations are, perhaps necessarily, somewhat vague—particularly regarding questions such as: To what extent should teachers and students study the theory behind large language models to truly understand their capabilities and limitations? How should AI be studied and taught? In which areas is the use of AI most beneficial, and where might it pose the greatest challenges?
