Dr. Mario Herane, Vice President of Global Affairs and Development, Universidad Mayor

Dr. Mario Herane is an accomplished leader in higher education, with a notable career spanning over 17 years in educational leadership, EdTech, technology management and operational excellence. Currently serving as the Vice President of Global Affairs and Development at Universidad Mayor in Chile and the U.S., he has spearheaded significant initiatives of institutional development across the globe. Dr. Herane’s academic credentials include a Doctorate in Business Administration from the University of Liverpool, an MBA for the University of Florida, and a Master’s in Finance for Florida International University, supplemented by professional development at renowned institutions like Harvard Kennedy School, MIT, Hasso Plattner Institute, and Stanford University. His experience also encompasses roles such as the Director of Online Learning at Universidad Mayor and Founder of Nexus University. Dr. Herane’s work is distinguished by his commitment to leveraging technology and strategic planning in creating innovative and inclusive educational environments.


The introduction of Artificial Intelligence (AI) in higher education marks a significant paradigm shift, one that promises to redefine traditional learning methodologies. This technological advancement is as exciting as it is daunting. AI offers tremendous opportunities for enhancing and personalizing educational experiences, but it also brings with it ethical complexities and regulatory challenges. This scenario, where technology advances more rapidly than corresponding regulations and societal norms, is not unique to AI and reflects a common pattern in the evolution of disruptive technologies.

Take the rise of social media platforms like Facebook, Twitter, and Instagram, for example. These platforms transformed communication and information sharing, quickly becoming integral to daily life. However, the rapidity of their growth and extensive data accumulation outpaced the development of data privacy laws and regulatory oversight. It wasn’t until these platforms were deeply entrenched in society that significant attention was given to issues of data privacy, misinformation, and ethical implications.

Similarly, the advent of ride-sharing services such as Uber and Lyft brought about a revolution in urban transportation. Their swift expansion often exceeded the grasp of existing regulatory frameworks, sparking conflicts with traditional taxi services and debates over labor rights, passenger safety, and urban traffic management.

The field of drone technology, initially a military tool, rapidly expanded to commercial and recreational uses. Its widespread adoption outpaced the establishment of comprehensive regulations, leading to concerns about privacy, airspace safety, and noise pollution.

Genetic engineering, and specifically CRISPR technology, is another area where rapid technological advances have outstripped ethical and regulatory frameworks. The potential for gene editing in human embryos and the concept of ‘designer babies’ have sparked intense ethical debates and calls for international regulatory standards.

In each of these instances, the speed of technological innovation has moved faster than society’s ability to fully understand and regulate it. This pattern is now evident with AI in education, where the technology’s rapid development precedes the establishment of comprehensive ethical guidelines and regulations. This lag presents a significant challenge, requiring educators, policymakers, and technologists to work collaboratively to ensure that AI is integrated into education responsibly and ethically. However, like many technologies before it, AI’s benefits have led to its widespread adoption, necessitating societal, regulatory, and legal adaptations post-integration.

The key lesson from these historical parallels is the necessity for proactive engagement with emerging technologies. Anticipating and addressing societal, ethical, and legal implications as these technologies emerge is essential, rather than reacting after their widespread adoption. For AI in education, this means establishing ethical frameworks, designing inclusive and unbiased systems, and fostering collaborative dialogues among stakeholders. This proactive approach will ensure that AI not only enhances educational outcomes but does so in a way that respects the rights and dignity of all learners, setting a precedent for responsible innovation in the field of education.

From an ethical standpoint, educational institutions must ensure that AI systems uphold the highest data protection standards. Transparency in data usage and giving students control over their data are vital for maintaining trust and integrity in the AI-enabled educational landscape. Accountability and transparency in AI decision-making processes are essential. Institutions must establish clear policies on how AI-driven decisions are made and communicated, ensuring that AI is not an enigmatic, unaccountable force in education but a comprehensible and scrutinizable tool.

The digital divide is an equally important ethical consideration. As AI becomes more prevalent in higher education, there’s a risk of widening the gap between those with access to cutting-edge technology and those without. Institutions need to ensure equitable access to AI tools and resources. This might involve investing in infrastructure that supports widespread access to AI educational tools, providing training for students and educators, and developing partnerships to support under-resourced areas.

Professional development for educators is another critical action point. As AI tools become more integrated into the educational process, educators must be well-versed in these technologies. Training programs focusing on the ethical use of AI, understanding its capabilities and limitations, and strategies for effectively integrating AI tools into the curriculum are essential. Training faculty will empower them to apply this technology in the classroom and impart good practices to students.

In closing, the integration of AI in higher education is a work in progress. Drawing upon lessons from the past, such as the introduction of calculators into the classroom, we understand that adopting new technologies in educational settings is a journey of adaptation, understanding, and refinement. Just as calculators transitioned from being perceived as a threat to the rigor of mathematical education to becoming an indispensable tool, AI, too, has the potential to evolve into a valuable asset for students and their future professions. The key is to assess the implications of new technologies carefully and integrate them methodically into the educational fabric. By doing so, we can ensure that AI becomes not just a sophisticated tool in higher education but also a catalyst for enriching the learning experience and equipping students with the skills and knowledge needed to excel in their future careers.

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