Self-determined action with AI in higher education: Research deficit and perspectives

An uncritical use of AI at universities can lead to a loss of competence, control and social responsibility and thus undermine self-determined action, which can be seen as a value in itself in teaching, learning and research. The research to date, which has been primarily empirical, does little to improve our understanding of AI risks and to scientifically ground a self-determined approach to AI at universities. This paper discusses this research deficit, recommends “Wissenschaftsdidaktik” as a framework and highlights the philosophy of higher education and design-based research perspectives to complement the empirical approach.