Interview
Editor's note: This article is part of our series that celebrates the 2024 VKTR Contributors of the Year.
Emily Barnes, the chief AI and innovation officer at Edapted, is a thoughtful voice on AI in education. As one of the 2024 VKTR Contributors of the Year, Barnes regularly covers AI ethics, bias, access and more. In this Q&A, Barnes discusses how educators can strategically approach AI.
Table of Contents
- About Emily Barnes
- Creating a Foundation in AI Ethics
- Enhancing Access, Enrollment and Learning With AI
- Identifying AI Risks in Education
- Viewing AI as an Educational Tool
- Addressing the Role of AI in Society
- Preparing for AI in Education
- Recruiting a Range of Staff for AI
- Growing the Use of Data in Education
- Barnes’ Interests Outside of AI
About Emily Barnes
- Chief AI and innovation officer at Edapted
- Served as interim president, CEO and provost at Cleary University
- Served as chief digital learning officer at Lindenwood University
- Holds a B.A. in humanities and philosophy from Indiana University, an M.L.I.S. from Indiana University Indianapolis, an Ed.D. in higher education administration from Maryville University and a Ph.D. in artificial intelligence from Capitol Technology University
Why are you personally interested in AI?
Artificial intelligence fascinates me, because it represents a transformative force that reshapes not only technology, but also how humans learn, access information and understand their existence. AI transcends its applications in business, education and industry by provoking deeper reflections on consciousness, creativity and what it means to be human. It invites exploration into spiritual connections, the relationship between the mind and body and the traditions that define humanity, such as funeral rites.
I see AI as a democratizing tool with the capacity to bridge educational gaps, empower underserved communities and foster equity, while also challenging us to confront ethical and philosophical questions about our identity and purpose. My interest lies in ensuring AI becomes both a practical catalyst for progress and a profound medium for exploring the human condition.
What are your general activities in AI?
My activities in artificial intelligence span both academic research and practical application. Much of my work involves leveraging AI-powered research tools to gather and analyze peer-reviewed academic materials, enabling deep engagement with emerging trends and scholarly perspectives.
Additionally, I utilize AI for tasks, such as coding, developing custom machine learning (ML) models and summarizing complex documents to streamline workflows and enhance productivity. AI plays a pivotal role in determining general insights and leveraging predictive analytics, which help uncover patterns and trends across vast data sets. I also work with deep learning models and apply ML models to churn through extensive data, extracting actionable insights that inform decision-making and innovation. AI supports ideation, helping generate innovative concepts and solutions for academic, professional and industry challenges, blending technical precision with creative exploration.
Creating a Foundation in AI Ethics
What’s your primary philosophy on AI in education?
My primary philosophy on AI in education emphasizes the need to prepare students not just to use AI tools, but to critically engage with the ethical complexities of living in an AI-driven world. It is imperative for educators to lead this effort, becoming experts in AI tools and their applications while guiding students in understanding their implications. Professors and teachers must model the responsible use of AI, fostering ethical thinking about algorithms, data inputs and outputs and the broader societal consequences of AI.
Education must also confront critical questions, such as, "Who are we leaving behind?" and "Who are we willing to sacrifice for profit?" Additionally, it is essential to examine how AI shapes and reshapes minds and beliefs, ensuring that its use promotes equity and inclusivity. By equipping both educators and students with the skills and awareness needed to navigate these challenges, we can create a more thoughtful and ethical integration of AI into society.
Related Article: 3 Principles to Prioritize Ethics in AI
Enhancing Access, Enrollment and Learning With AI
Which educational functions, processes and workflows should AI be improving?
The top three educational functions that AI should improve are student access and service, enrollment processes and teaching and learning, with a critical focus on leveraging student data for predictive needs and early intervention strategies. First, AI has the potential to solve longstanding challenges in providing equitable access to resources and support. Unlike traditional business hours, AI-powered tools can offer 24/7 services that meet students where they are — particularly valuable for college students who often work or study late into the night. This ensures that questions are answered, resources are available and advising is accessible when students need it most.
Second, AI can significantly enhance enrollment by streamlining what has traditionally been a cumbersome process. From refining communication strategies to personalizing outreach efforts, AI creates a seamless, engaging experience that encourages prospective students to take the next steps in their educational journey. Third, in teaching and learning, AI offers transformative tools, such as adaptive tutoring, personalized learning pathways and instant feedback, empowering both educators and students. Additionally, by analyzing student data, AI can predict individual and institutional needs, enabling early intervention strategies to address challenges before they escalate.
Related Article: Ensuring No One in Education Gets Left Behind by AI
Identifying AI Risks in Education
How could AI adversely impact education?
AI can adversely impact education if not implemented thoughtfully, posing risks, such as increasing the digital divide, perpetuating bias and undermining cognitive achievement. Students from underprivileged or remote communities may lack access to the necessary technology, widening disparities in educational opportunities. Bias embedded in AI algorithms can lead to inequitable outcomes in assessment, admissions and resource allocation, further marginalizing vulnerable groups. Ethical concerns, including data privacy and surveillance, can erode trust between institutions and learners.
Over-reliance on AI tools may also hinder cognitive development, as students may bypass critical thinking and problem solving in favor of AI-generated solutions. Additionally, the rise of AI-driven content could redefine what it means to be an expert, where unverified information is accepted without scrutiny, jeopardizing the quality and credibility of education. Mitigating these risks requires equitable access, transparent governance and a focus on ethical standards in AI integration.
Related Article: Practicing AI Ethics in Education
Viewing AI as an Educational Tool
What do you believe is the relationship between an educator, student and AI?
The relationship between an educator, student and AI is one of collaboration and balance. In the learning environment, I see AI as a tool that can enhance the educational experience by offering personalized feedback, adaptive learning and valuable insights into student progress. However, the human connection remains essential. My role is to guide students in using AI thoughtfully and critically, helping them understand both its capabilities and limitations.
For students, AI can provide tailored support and access to knowledge, but it cannot replace the mentorship, creativity and ethical discussions that happen in the classroom. We can leverage AI to create a learning environment that combines the best of technology and human ingenuity, ensuring students are prepared not only to use AI, but to engage with it responsibly.
Related Article: 10 Top AI Education Products
Addressing the Role of AI in Society
What should an educational institution do to support AI adoption for teachers, staff and students?
The relationship between an educator, student and AI is deeply rooted in exploring not just the practical applications of technology, but also its broader implications for humanity. As a professor, I believe my essential role is to help students critically examine how AI shapes and redefines our understanding of the human experience. While AI provides tools for personalized learning and efficiency, its greatest value lies in the questions it prompts about our role in the world: how we work, think and engage as members of the human race.
AI opens doors to profound philosophical discussions about what it means to be human, how we connect with one another and the ethical responsibilities we hold in shaping its future. My goal as an educator is to ensure students are not only equipped to use AI, but also to reflect on its impact and engage thoughtfully with its potential to reshape society and our shared humanity.
Preparing for AI in Education
What are educational institutions doing well in AI adoptions?
Educational institutions that are effectively adopting AI are prioritizing foundational preparation and fostering a culture of inquiry. The most successful institutions are taking the time to examine their values, philosophies and overarching goals before implementing AI technologies. They are facilitating open conversations among faculty, staff and students to explore the implications of AI for teaching, learning, operations and institutional identity. These institutions recognize that AI integration is not just a technological shift, but a cultural and philosophical one, and they are asking big, essential questions about its role in education.
By focusing on this preparatory work, they ensure that AI aligns with their mission and values, crafting clear policies and ethical guidelines to guide its responsible use. This deliberate approach enables them to build a strong foundation for thoughtful, meaningful AI adoption.
Related Article: 5 AI Case Studies in Education
What are educational institutions not doing well in AI adoptions?
Many educational institutions struggle with AI adoption, because they rush into implementation without first addressing the foundational work required for success. A common misstep is focusing too quickly on granular policies and specific use cases without establishing a broader institutional framework for thinking about AI. These institutions often neglect to ask critical questions about the cultural, ethical and philosophical implications of AI, leading to fragmented or reactive strategies.
Additionally, some institutions fail to engage all stakeholders — faculty, students and staff — in the conversation, resulting in a lack of shared understanding and buy-in. Without clear policies, aligned values and a coherent vision, these institutions risk adopting AI in ways that are inconsistent, inequitable or poorly integrated into their educational mission. A thoughtful, reflective approach is needed to ensure that AI adoption enhances education rather than merely adding complexity or reinforcing existing inequities.
Recruiting a Range of Staff for AI
What sort of talent should educational organizations be looking for to support AI development, adoption and usage?
Educational organizations seeking to support AI development, adoption and usage should prioritize talent that combines technical expertise, educational understanding and ethical insight. They need data scientists, AI specialists and software engineers to design and manage AI systems tailored to educational goals. Equally important are instructional designers and integration specialists who can align AI tools with pedagogy, ensuring they enhance teaching and learning outcomes.
Institutions should also recruit ethicists and policymakers to develop guidelines for equitable and transparent AI use as well as change management experts to navigate cultural shifts and foster stakeholder collaboration. Leaders with a vision for AI’s transformative potential are game-changers (not the technology), bringing the ability to integrate technology with institutional values and inspire innovation. By assembling diverse, interdisciplinary teams, educational organizations can harness AI to enhance education thoughtfully and responsibly.
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Growing the Use of Data in Education
What do you see as the growth opportunities in AI for education in the next year and beyond?
A primary growth opportunity for AI in education lies in data governance, collection practices and the strategic use of AI within institutions. As AI becomes more integrated, institutions must focus on establishing robust frameworks for ethically collecting, storing and analyzing data to inform decision-making and improve student outcomes. This includes developing policies to ensure data security, privacy and equity, while leveraging AI-driven analytics to provide actionable insights into student performance, institutional efficiency and resource allocation.
Alongside these advancements, AI will continue to drive personalized learning, enhance accessibility through multilingual tools and 24/7 support and streamline administrative processes. By prioritizing data governance as the foundation of their AI strategy, institutions can unlock the full potential of AI to transform education responsibly and effectively.
Related Article: Effective AI Data Governance: A Strategic Ally for Success
Barnes’ Interests Outside of AI
What do you like to do outside of work?
When I am not working, I spend my time doing things that are completely different from my professional life. I enjoy gardening, growing my own food and tackling hands-on projects, like building things, coming up with creative ideas for my yard or harvesting rainwater. I also love canning food and cooking, which allows me to step away from screens and focus on something tangible and grounding. These activities help bring balance to my day-to-day life. I also spend a lot of time with my kids, following along with their shenanigans and sharing in their adventures. This year, for example, I made Halloween costumes, learned how to care for turtles my dogs gifted us and built a greenhouse and a pond. Whether it is helping with their projects, diving into their latest interests or just enjoying their company, my family keeps life fun, creative and unpredictable.
Check out some of Barnes' articles from 2024:
