Asher Rospigliosi shares expertise at parliamentary event on AI in education

Asher Rospigliosi, Lecturer in Emerging Technology at the University of Westminster, shared his expertise with MPs and Peers as part of Parliament’s Evidence Week event on AI in schools.

Asher Rospigliosi (left) speaks with Priya Madina, VP of External Affairs and Policy at Taylor and Francis, and Lord Patrick Vallance.

Asher Rospigliosi, Priya Madina of Taylor & Francis and Lord Vallance.

On 22 January, Rospigliosi joined representatives of international publisher Taylor & Francis to provide insight to parliamentarians about the use of AI in schools. As Co-Editor of the Taylor & Francis journal Interactive Learning Environments, Rospigliosi provided key evidence regarding the potential of AI and its underlying issues.

During the event, Rospigliosi urged policymakers to prioritise equipping graduates with the skills to become effective prompt engineers. This includes teaching them how to ask AI the right questions and critically analyse the answers, rather than focusing solely on the concerns around the use of AI in assessments.

Evidence Week in Parliament is an event series that brings together the public, parliamentarians and expert researchers to discuss the evidence behind policy decisions. It is run by Sense about Science and the Parliamentary Office of Science and Technology to empower legislators to engage with evidence and learn critical skills to tackle uncertainty, bias and underlying assumptions in policymaking.

MPs, Peers and parliamentary staff were able to book appointments with Rospigliosi to ask questions around AI in education. This included discussions around AI’s possible transformative applications in supporting students and teachers, but also its potential dangers and what policymakers can do to prevent it reinforcing inequalities in the education system.

Rospigliosi’s research focuses on how universities contribute to graduate employability, the accumulation of knowledge and the wider needs of society, in particular the role of emerging technologies in helping graduates demonstrate their so-called New Vocationalism: their ability and willingness to learn.

About the event, Rospigliosi said: “AI is already being used extensively in learning and teaching but much of the emphasis is on concerns about assessment rather than developing students’ capacity as prompt engineers - learning to ask the right questions is key. For faculty there is pressure to increase productivity. There is enormous potential, but for learners, teachers and policymakers, a critical and reflective perspective is needed to resist the technological determinism of big tech. Governments have a vital role to play in this. Policy and regulation are urgently needed to ensure safe ethical development and application of AI in education. It was wonderful to have the opportunity to discuss some of these issues with parliamentarians during Evidence Week and I look forward to continuing these conversations in the months ahead.”

Rospigliosi’s work towards the future of education directly contributes to the United Nations Sustainable Development Goals (SDG) 4: Quality Education, 16: Peace, Justice and Strong Institutions and 17: Partnerships for the Goals. Since 2019, the University of Westminster has used the SDGs holistically to frame strategic decisions to help students and colleagues fulfil their potential and contribute to a more sustainable, equitable and healthier society.

Find out more about studying at Westminster Business School.