Leveraging Generative AI and Audio-Visual Cloning to Democratise Digital Learning
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| Veröffentlicht in: | European Conference on e-Learning (Oct 2025), p. 485-494 |
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| 100 | 1 | |a Montebello, Matthew | |
| 245 | 1 | |a Leveraging Generative AI and Audio-Visual Cloning to Democratise Digital Learning | |
| 260 | |b Academic Conferences International Limited |c Oct 2025 | ||
| 513 | |a Conference Proceedings | ||
| 520 | 3 | |a This paper explores the transformative potential of Generative Artificial Intelligence (GenAI) and audio-visual cloning technologies in reshaping digital education, grounded in the ongoing project ACCLAIMED (Artificial Intelligence Content Cloning of Language-Agnostic Media for Education Democratisation). As education systems increasingly rely on digital platforms, the imperative to ensure accessibility, inclusion, and ethical integrity becomes more pronounced. ACCLAIMED introduces a novel triadic framework, namely, Course Generator, Guardrail, and AI-Renderer, to address elearning challenges. The Course Generator collaborates with educators to produce comprehensive, pedagogically sound multilingual content. The Guardrail ensures human oversight, reinforcing societal norms, factual accuracy, and ethical alignment. The AI-Renderer transforms materials into realistic, human-like audio-visual formats, delivering engaging, culturally sensitive learning experiences. We discuss how ACCLAIMED advances the state-of-the-art by surpassing conventional AI tutors and adaptive learning systems through deeper pedagogical integration and ethical AI moderation. A key feature is its ability to deliver high-quality content across multiple languages, removing linguistic barriers and fostering educational equity especially for underserved or non-English-speaking populations. The paper also critically addresses broader issues: ethical concerns around AI-generated content, privacy and data protection (GDPR, EU AI Act), and digital sovereignty. Consideration is given to how such innovations can bridge or deepen the digital divide depending on their responsible and inclusive deployment. Ultimately, this paper calls for a reconceptualisation of digital learning, not merely as content delivery but as an inclusive, ethical, and adaptive ecosystem. It positions ACCLAIMED as a forward-looking blueprint for educational technologies prioritising innovation, equity, and societal impact. | |
| 653 | |a Technological change | ||
| 653 | |a Training | ||
| 653 | |a Cognitive style | ||
| 653 | |a Educational technology | ||
| 653 | |a Ethical standards | ||
| 653 | |a Teachers | ||
| 653 | |a Innovations | ||
| 653 | |a Tutoring | ||
| 653 | |a Adaptive systems | ||
| 653 | |a Multimedia | ||
| 653 | |a Education | ||
| 653 | |a Transparency | ||
| 653 | |a Online instruction | ||
| 653 | |a Linguistics | ||
| 653 | |a General Data Protection Regulation | ||
| 653 | |a Digital divide | ||
| 653 | |a Language | ||
| 653 | |a Democratization | ||
| 653 | |a Generative artificial intelligence | ||
| 653 | |a Renderers | ||
| 653 | |a Adaptation | ||
| 653 | |a Privacy | ||
| 653 | |a Ethics | ||
| 653 | |a Cloning | ||
| 653 | |a Accountability | ||
| 653 | |a Guide rails | ||
| 653 | |a False information | ||
| 653 | |a Natural language processing | ||
| 653 | |a Multilingualism | ||
| 653 | |a Educational Practices | ||
| 653 | |a Compliance (Legal) | ||
| 653 | |a Access to Computers | ||
| 653 | |a Educational Innovation | ||
| 653 | |a Individualized Instruction | ||
| 653 | |a Alignment (Education) | ||
| 653 | |a Access to Education | ||
| 653 | |a Educational Objectives | ||
| 653 | |a Artificial Intelligence | ||
| 653 | |a Formative Evaluation | ||
| 653 | |a Automation | ||
| 653 | |a Futures (of Society) | ||
| 653 | |a Educational Environment | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Instructional Innovation | ||
| 653 | |a Educational Resources | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Equal Education | ||
| 653 | |a Electronic Learning | ||
| 653 | |a English Learners | ||
| 653 | |a Educational Experience | ||
| 653 | |a Academic Standards | ||
| 653 | |a Educational Equity (Finance) | ||
| 700 | 1 | |a Azzopardi, Keith | |
| 700 | 1 | |a Borg, Gabriel | |
| 700 | 1 | |a Cini, Karl | |
| 700 | 1 | |a Seychell, Dylan | |
| 700 | 1 | |a Camilleri, Vanessa | |
| 773 | 0 | |t European Conference on e-Learning |g (Oct 2025), p. 485-494 | |
| 786 | 0 | |d ProQuest |t Education Database | |
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