Emerging Digital Divides in the Age of AI: insights from Norwegian Higher Education
The rapid introduction of AI-based text production tools into higher education raises both opportunities and concerns. In this paper, I present findings from a Norwegian study that explores how academic staff assess potential digital divides emerging from the use of such tools. While access to digital media has generally become more equitable in recent years, our data suggest that AI does not necessarily reduce inequalities in education. Rather, it introduces new challenges: not all students and disciplines are equally prepared to benefit from these technologies. Our findings emphasize that AI literacy, critical thinking, and the ability to formulate precise instructions are crucial prerequisites for meaningful use. Academic staff also pointed out that digital divides appear not only between different groups of students but also across subjects and disciplines. Interestingly, the study suggests that competencies traditionally associated with the humanities—interpretation, analytical skills, and ethical reflection — are increasingly in demand, even though skepticism toward AI remains strongest within these very disciplines. The study was conducted by Associate Professor Hans Olav Hodøl, Professor Øyvind Økland, and Associate Professor Per Ivar Kjærgård from three different higher education institutions in Norway. The data presented are drawn from a survey and two focus group interviews conducted among academic staff at Norwegian higher education institutions. By sharing insights from the Norwegian context, this presentation aims to contribute to a broader international dialogue on how AI in education may simultaneously empower and exclude, and what this implies for teaching practices and student learning outcomes.
Publisert i 2'nd International Conference on Reimaging Teacher Education: A Critical Appropriation of Local Traditions and Global Trends, 2025
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