Abstract
Artificial intelligence in education (AIEd) is a fast-growing field of research. In previous work, we described efforts to explore the possible futures of AIEd by identifying key variables and their future prospects. This paper re-examines our discussions on the governance of data and the role of students and teachers by considering the implications of 1) a recent case related to the General Data Protection Regulation (GDPR) and 2) the release of ChatGPT, a generative AI model capable to producing ‘human-like’ text. These events raise questions for the future of AIEd and the underlying function of assessment, and highlight the importance of active student participation in the integration of AI in education.
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