Cassandra Fernando (Holt, Australian Labor Party) Share this | Hansard source

Generative AI has experienced extraordinary growth in recent years. From its origins in the 2010s as a tool for generating simple chat responses, it has now evolved into a sophisticated technology capable of producing videos, images and long-form essays.

Today, gen AI is being used extensively in workplaces, educational institutions and even by some within this very building. This technology is not a trend; it is reshaping the way we work, learn and interact. It is rapidly becoming embedded in workplaces, education systems and society at large. As a nation, it is crucial that we stay ahead of this technological curve.

Our government must establish clear regulations, guidelines and expectations to govern its use responsibly. This will safeguard Australians and ensure that we fully harness the potential of gen AI to enrich our society. Equally important is preparing students to engage with this technology safely and effectively. Educators must be equipped with the tools, knowledge and training to teach AI literacy meaningfully. Integrating AI into classrooms should enhance learning while preserving the critical thinking and creativity that underpin a quality education.

The House of Representatives Standing Committee on Employment, Education and Training recently concluded its inquiry into the use of generative artificial intelligence in the Australian education system. This inquiry began in May 2023 and involved 15 public hearings across Canberra, Melbourne, Sydney and online. It received over 100 submissions from stakeholders including state governments, universities, professional associations, trade unions, experts and private individuals. The committee's work resulted in the report Study buddy or influencer, which outlines 25 recommendations. These recommendations address the risk, opportunities and best practices with genAI in education, offering a clear roadmap for its responsible integration into our schools.

One of the report's key recommendations is for the Australian government, in collaboration with state and territory governments, to develop and fund a comprehensive implementation plan. This plan would deliver training for teachers, support staff, students, parents and policymakers to use genAI effectively. Educators need professional development through virtual and in-person training modules to ensure they can integrate AI into classrooms responsibly. The report also highlights significant risks associated with genAI.

Data protection is one of the most pressing concerns. Many AI tools collect and store the information entered into them and harvest data from across the internet. This raises serious privacy issues, especially for students who may unknowingly share personal information that becomes public and is owned by developers. Another critical risk is the growing digital divide. Low socioeconomic students, who may lack access to computers or school provided laptops are at a significant disadvantage compared to their wealthier inner-city counterparts. If we are committed to equity in education, bridging this divide is essential. All students must have access to the necessary technology as well as the training and support to use it effectively.

Australia is not alone in addressing these challenges. Countries such as the EU, Canada and the US are grappling with similar issues. Engaging with our international partners will allow us to develop consistent guidelines to share the best practices. By working together, we can create a global framework that supports the ethical and effective use of genAI in education. GenAI holds immense potential to enhance education, but it must be approached with foresight and care. The Study buddy or influencer report provides Australia with an opportunity to lead the way in integrating this technology into schools to benefit all students, regardless of their backgrounds. I would like to extend my thanks to the chair, the member for Bendigo, Lisa Chesters MP for her leadership throughout this inquiry and to the committee secretariat for their work in producing this report.

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