the formation of a committee to guide AI use in Singapore\u2019s higher education sector<\/span><\/a>, to support the work of the National AI Council \u2013 an inter-ministerial council to help Singapore tap AI as a strategic advantage.<\/p>\n\u201cWe are designing this as a deliberate step-up from the AI exposure students will receive in our secondary schools and junior colleges,\u201d Mr Lee said at the event held at the Sea Building on NUS\u2019 Kent Ridge campus.<\/p>\n
The sets of competencies cover a range of skills, including understanding AI\u2019s limitations, and using it to learn in ways that deepen understanding rather than replace thinking.<\/p>\n
IHL students will also use artificial intelligence for problem-solving while critically evaluating its ethical, social and legal implications.<\/p>\n
Students are still taught the fundamentals \u2013 deep disciplinary knowledge and design judgment, said Mr Lee.<\/p>\n
\u201cThis allows them to apply such domain knowledge when using AI to create and critically evaluate output, refining or rejecting those that fall short of user needs or design objectives,\u201d he added.<\/p>\n
For example, students in the product design and innovation module at NUS\u2019 College of Design and Engineering are taught to use AI tools the same way the industry does.<\/p>\n
When defining problem statements, they consult large language models like ChatGPT to sharpen and refine their thinking. Other tools like Miro are used during brainstorming to help students rapidly generate ideas and organise them into clear themes. Tools like Figma Make then allow them to turn written descriptions into prototypes, without having to build everything from scratch.<\/p>\n
Mr Lee said the IHLs have begun refreshing their curriculum to incorporate these skills.<\/p>\n
For example, all first-year ITE students undergo a learning module on AI prompt engineering, where they are taught how to craft appropriate questions to obtain relevant responses from AI systems.<\/p>\n
At the Nanyang Technological University (NTU), AI is used to teach, personalise learning, and solve real-world problems across 40 per cent of its undergraduate courses. All NTU students will also take a mandatory course \u2013 Science and Technology for Humanity \u2013 which emphasises the responsible use of AI.<\/p>\n
Speaking to NUS students and staff in the audience, Mr Lee gave an example of a first-year NUS undergraduate, who uses AI not as a tool to cut corners but to deepen his learning.<\/p>\n
Mr Dylan Pon, who is studying business economics and political science, said he uses AI as a \u201cthinking and debating partner\u201d in his academics as well as for student life activities.<\/p>\n
\u201cIt helps me to challenge pre-conceived notions, test assumptions, provides a platform to test arguments and ask better questions when I work on my papers,\u201d said Mr Pon, adding that this has transformed the way he learns.<\/p>\n
Even as AI is integrated into curriculum, Mr Lee said pedagogy must drive how technology is applied to education and not the other way round.<\/p>\n
\u201cWe must be clear that AI must never replace deep, human learning in our schools and institutes of higher learning,\u201d he said.<\/p>\n
Mr Lee referenced a commentary in The Straits Times by NUS president Tan Eng Chye about how the struggle of learning, which includes researching, questioning and grappling, is a fundamental part of learning and education.<\/p>\n
Even though AI can short-circuit this process, with quick answers and access to information, Mr Lee said IHLs need to give students opportunities to experience such learning struggles.<\/p>\n
\u201cUltimately, our graduates should not just be competent and confident users of AI, which are tools, powerful tools. But people who can lead it, master it, control it, steer it and question it,\u201d he said.<\/p>\n<\/div>\n
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