A new digital world requires collaboration to create new professional practice standards
Prof Liz Johnson, Deakin University
Digital skills are now widely recognized as critical capabilities for graduates. The open release of generative artificial intelligence tools via large language models in late 2022 means our graduates are prepared for very different workplaces and tasks. We urgently need educators and professional accreditors to work together to decide on new professional standards which are responsive to new practice and can measure relevant learner achievement. There is no time to waste as digital tools take flight.
Predictions of dramatic change in work and life are everywhere as artificial intelligence tools become ubiquitous. This step-change in digital tools is sweeping through professions; changing practice and the capabilities needed for a successful professional role. Thinking skills are being reconceptualised as hybrid capabilities shared between humans and machines (Siemens et al, 2022; Markauskaite et al, 2022). Artificial intelligence tools are appearing in a wide range of digital tools and, critically, are now embedded in everyday business tools such as the Microsoft Office suite. Work will be ever more digital and will assume more sophisticated understanding of machine learning.
As professional practice changes, the standards for entry into the profession must also change. Professional registration standards set out the minimum requirements for graduates to be able to practise in a safe and effective way. In many professions, registration authorities determine the knowledges and skills that must be demonstrated before an applicant is permitted to practice their profession. In turn, these standards shape the prior learning in a preparatory course of study. Universities and other educators tailor course learning outcomes to align to professional standards, and assessment against these standards is used to prove readiness for practice.
In a digital world, digital fluency, and now genAI fluency (Long and Magerko, 2021) with artificial intelligence, will be core to professional practice. That means graduate learning outcomes, learning activities and assessment for professionally accredited courses must also change to reflect the revolution in digital tools and practice.
However, the rate of change is daunting. In less than six months, ChatGPT and its cousins have gone from specialist tools to engines embedded in everyday digital platforms. Successive versions of ChatGPT have been released every couple of months and are quickly gaining more credibility. The open-ended nature of large language models means new applications are appearing continuously. Educators are challenged to keep up with meaningful and valid assessment.
This is a substantial challenge for professional accreditors whose professions are being transformed in real-time. Unsurprisingly, given the rate of change, consensus on the professional use of generative AI remains unclear and probably industry-specific. Despite early bans on ChatGPT in some schools, most Australian universities have taken a cautious approach with an educative focus as evidenced during national discussions, including those facilitated by the higher education regulator (TEQSA). It is clear that restricted or no access to digital tools and information will leave graduates further and further away from the reality of professional practice.
Professional accreditation standards affect all education providers. Addressing this challenge requires national action given the national application and influence of accreditation authorities and the obvious benefits of alignment between Australian states. International linkage would also be valuable. This is a clear case for a co-ordinated national effort between professional registration bodies and educators to create change that is inclusive, collaborative and agile.
Let’s make sure we are using our collective expertise to tackle this huge challenge together.
Prof Liz Johnson is Deputy Vice-Chancellor, Academic and Alfred Deakin Professor, Deakin University