Navigating the Nexus on Sustainability, Quality, and Decolonized Curricula in Higher Education

Abstract

The discourse on sustainable curriculum practices in higher education has become integral to the ongoing exploration of decoloniality. This focus is particularly significant given the pivotal role that higher education institutions play in shaping knowledge production systems and nurturing discipline-specific expertise, all while contending with the persistence of colonial legacies. Additionally, the advent of the 4th Industrial Revolution (4IR), marked by the rise of artificial intelligence (AI), presents a multifaceted challenge to researchers within the higher education sector. This paper critically reflects on how researchers perceive and respond to the introduction of AI, examining its far-reaching implications for their professional responsibilities and the broader academic landscape. The research employs a critical participatory action research (CPAR) approach, utilising focus groups to generate fundamental insights, and is underpinned by a critical leadership study (CLS) framework. Thematic analysis reveals two overarching themes. Firstly, some researchers express a sense of helplessness, citing the absence of ethical frameworks within institutions to govern the use of AI. Secondly, concerns are raised about the result of AI on human cognitive abilities, suggesting a compromise of innate thinking capacities. The findings underscore the need for university capacity-building initiatives to develop practical strategies for the ethical application of AI. Recognising the potential of these strategies to promote sustainable curriculum practices and create inclusive learning environments, the paper advocates for comprehensive understanding and implementation. Such initiatives have the potential to enhance overall performance, fostering equitable and inclusive educational experiences for both students and universities alike.