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Revolutionizing Education: The Transformative Power of AI Technologies
in PR
Manuela Toteva
Faculty of Journalism and Mass Communication, Sofia University “St. Kliment Ohridski”
Революционизиране на образованието: трансформативната сила на ИИ
технологиите в PR
Мануела Тотева
Факултет по журналистика и масова комуникация, Софийски университет „Св.
Климент Охридски“
Author Note
Manuela Toteva https://orcid.org/0000-0002-7782-7749
The author has no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Manuela Toteva,
Ph.D., Faculty of Journalism and Mass Communication, Sofia University “St. Kliment
Ohridski”, Sofia 1000, Moskovska 49. Email: mdjulgerov@uni-sofia.bg
Бележки за автора
Мануела Тотева https://orcid.org/0000-0002-7782-7749
Авторът няма известни конфликти на интереси за разкриване.
Кореспонденция относно този материал следва да бъде изпратена на д-р
Мануела Тотева, Факултет по журналистика и масови комуникации, Софийски
университет "Св. Климент Охридски", София 1000, ул. "Московска" 49. Имейл:
mdjulgerov@uni-sofia.bg
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Abstract
In the coming years, Artificial Intelligence (AI) is set to make a profound impact on higher
education, particularly within the field of Public Relations (PR). This surge in the adoption
of AI technologies in academia is fuelled by compelling factors. AI is on the verge of
transforming PR practices, elevating the efficiency and effectiveness of communication
strategies. The data-driven prowess of AI equips PR professionals with enhanced
capabilities to understand and engage with target audiences, tailor messages with precision,
automate routine tasks, such as content creation, social media management, and data
analysis, and liberate practitioners from administrative burdens. As educational institutions
increasingly recognize the value of AI in PR, investments in its implementation are
expected, heralding a paradigm shift in higher education communication and stakeholder
engagement. The current article aims to delve into the European framework for AI
applications in education, present the landscape of existing technology tools used in the
communication area, and review recent publications describing the benefits and possible
drawbacks of using generative AI technologies in the sphere of teaching.
Keywords: generative AI, ChatGPT, PR education, teaching
Резюме
В следващите години изкуственият интелект (ИИ) се очаква да окаже значително
въздействие върху висшето образование, особено в областта на публичните
комуникации (PR). Този ръст в прилагането на ИИ технологии в академичната област
е подкрепен от значими фактори. ИИ е на прага на преобразяване на практиките в PR,
повишавайки ефикасността и ефективността на стратегиите за комуникация. Данните,
които движат ИИ, осигуряват на специалистите в PR повече възможности да разбират
и взаимодействат с целевата аудитория, персонализирайки съобщения с прецизност.
Автоматизацията на рутинните задачи, като създаване на съдържание, управление на
социални мрежи и анализ на данни, освобождава практикуващите тази професия от
административните тежести. С нарастване на признаването от страна на
образователните институции за стойността на ИИ в PR, се очаква инвестиране в
неговото въвеждане, което ще доведе до преход в комуникацията и ангажирането със
заинтересованите страни във висшето образование. Настоящата научна статия цели
да разгледа европейската рамка за приложенията на ИИ в образованието и да направи
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преглед на актуални публикации, описващи предимствата и възможните недостатъци
при използването на генеративни технологии на ИИ в областта на преподаването.
Ключови думи: генеративен ИИ, ChatGPT, PR образование, обучение
ARTICLE INFO:
Original Article
Received: 16, 09.2023
Revised: 25, 09.2023
Accepted: 03, 10.2023
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Revolutionizing Еducation: The Transformative Power of AI Technologies in PR
Introduction
Organizations are increasingly engaging with, implementing, or developing AI-
based technologies to enhance business value and obtain competitive advantage
(Communications Trend Radar, 2023). Until recently, technology was primarily seen as a
tool that humans could use to accomplish a task or achieve a goal. This assumption about
the nature of the interaction between humans and technology is challenged by AI (Schuetz
& Venkatesh, 2020). Previously, an interaction between humans and technology would
typically be initiated by a human or based on pre-defined inputs. AI-based technology,
however, can be responsive to the environment – which means that it constantly monitors
information from the environment (e.g., acoustic, or visual information) and responds
autonomously to it (Communications Trend Radar, 2023).
In the realm of PR education, our primary focus revolves around the creation and
analysis of content (Grunig, Grunig, & Dozier, 2002). The inevitable impact of new
technologies rooted in artificial intelligence is profound, demanding vigilant and continuous
observation. As practitioners and educators in the communication profession, many of us
have witnessed a decline in students using traditional paper and pen during lectures, while
those employing laptops, tablets, or other digital tools have become more prevalent. Even
though the younger generation is inherently comfortable with the digital revolution,
educators appear to be somewhat behind in comprehending and incorporating the latest
technologies into the teaching process.
Currently, the discussion is not centered on the permissibility of using AI-based tools
but rather on selecting the appropriate tools and defining the limits for their usage. This
underscores the significance of understanding the European framework, along with the
advantages and risks associated with such technologies, crucial for our success as educators,
especially in the field of public relations. Recent surveys indicate a noticeable gap in
teachers' experience in this area, suggesting ample room for growth in the adoption and
integration of AI tools to complement and enhance the work of educational professionals.
According to a recent survey conducted by Tyton Partners, only 22% of faculty members
use AI tools in their teaching, while nearly 50% of college students use them. The study
included approximately 1,600 students and 1,000 faculty members across more than 600
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institutions (Coffey, 2023). In another survey conducted by the European Commission, it
was found that active teachers have a higher interest (82%) in Artificial Intelligence (AI)
and data in education than other education stakeholders (European Commission, 2023). It
is interesting to note that fewer than 10% of schools and universities have developed
institutional policies and/or formal guidance concerning the use of generative AI
applications (UNESCO, 2023).
In the current article, we will review generative AI as a “subfield of machine learning
that involves generating new data or content based on a given set of input data which can
include generating text, images, code, or any other type of data” (University of North
Carolina, 2023). Generative AI typically uses deep learning algorithms, such as generative
adversarial networks (GANs), to learn patterns and features in each dataset, and then
generate new data based on the underlying input data. Generative AI can be used to create
new material, such as literature, graphics, and music. It relies on unsupervised or semi-
supervised learning algorithms to create new digital images, video, audio, and text (Ye,
2022). The author will look specifically at publications analyzing ChatGPT usage as the
most common generative AI tool currently.
European educational policies governing AI
The European Parliament's resolution on the subject of Artificial Intelligence (AI) in
the realms of education, culture, and the audio-visual sector, rigorously (2021, May 19)
characterizes AI as technological frameworks possessing the capacity for direct societal
impact, exhibiting rapid developmental trajectories, and progressively permeating nearly all
facets of human existence, notably in the domains of education, culture, and the audio-visual
sector.
Within the document, due consideration is given to the prospect that ethical AI stands
poised to augment labor productivity and expedite economic growth.
Based on the resolution the author extracted the key areas and measures related to
the current article.
A visualization is presented in Table 1.
Table 1
Key highlights of the European Parliament's resolution of May 19, 2021, about Artificial
Intelligence (AI). Information reused by the author
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Area of interest
Description
Urgent Need for Training
Programs
Special attention is given to the urgent need for well-thought-out
training programs designed for practitioners and educators involved
in the field of artificial intelligence.
Regulatory Framework and
High-Risk AI Applications
The document urges the European Commission to include
education in the regulatory framework governing high-
risk AI
applications. This deliberate integration is deemed essential to
safeguard the continued positive impact of education on collective
well-being, especially given the heightened sensitivity of student
and learner data.
Integration of AI in Education
Additionally, the resolution emphasizes that the integration of
artificial intelligence into education should involve active
participation from educators, students, and the wider community,
carefully aligned with diverse needs and expected benefits. This
approach ensures purposeful and ethically sound utilization of
artificial intelligence in the educational domain.
True Goal of AI in
Educational Systems
It underscores that the true goal of AI in our educational systems
should be to achieve the most individualized learning.
Benefits and Learning in AI
Education
It emphasizes that the benefits of learning from the use of AI in
education will depend not only on the AI itself but also on how
teachers use it in the digital learning environment to meet the needs
of students, learners, and teachers.
Continuous Education for
Teachers
It also emphasizes the need for teachers to continually educate
themselves to adapt to the reality of AI-based education, acquire the
necessary knowledge and skills to use AI technologies in a
pedagogical and meaningful way, fully benefit from the
opportunities offered by AI, and understand its limitations.
Concerns about Dependency
on Private Companies
It expresses serious concern that schools and other educational
institutions are becoming increasingly dependent on educational
technology services, including AI applications, provided by a few
private companies that enjoy a dominant market position.
Risks Associated with AI
Applications
It highlights specific risks associated with the rapidly developing
use of AI applications for automatic recognition.
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Need to Increase Choice and
Competition
It emphasizes the need to increase choice for customers, stimulate
competition, and expand the range of services offered by AI
technologies for educational purposes.
Importance of Digital
Infrastructure
It underscores that next-generation digital infrastructure and
internet coverage are of strategic importance for providing AI-
based education to European citizens.
Creation of the Pan-European
Network
It calls for the creation of a pan-European university and research
network focused on AI in education, bringing together institutions
and experts from all fields to study the impact of AI on learning and
propose solutions to enhance its potential.
The key areas in the resolution include the urgent need for well-designed training
programs, the integration of AI into education with active participation, the pursuit of
individualized learning goals, and concerns about dependency on private companies, along
with the importance of digital infrastructure and the call for a pan-European network to
enhance the potential of AI in education.
Variety of AI applications in marketing communications
Introducing AI-based technologies promises to create business value. Researchers
are starting to investigate the role of AI-based technologies in planning, executing, and
monitoring strategic communication (Gulbrandsen, 2022). Especially in the field of content
generation, innovations, start-ups, and open-source projects are rapidly emerging.
Communication professionals will increasingly be faced with the question of how to
leverage the potential of AI-based technologies, for example, to boost efficiency within their
departments or satisfy the communication expectations of different stakeholders
(Communications Trend Radar, 2023).
The inception of the CIPR Artificial Intelligence in Public Relations, also known as
the #AIinPR panel, dates to February 2018. Its primary mission has been to delve into the
implications and potential advantages that artificial intelligence brings to the realm of public
relations and the broader corporate landscape (CIPR, 2023). Over the years, the #AIinPR
panel has earned global recognition as a preeminent authority for promoting awareness and
understanding of AI within public relations. It plays a pivotal role in offering guidance and
counsel to businesses, organizations, and brands aiming to leverage the potential of AI in
their PR strategies. The panel is dedicated to empowering professionals through expertise
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development in data analysis, automation, and artificial intelligence. This dedication
underscores its commitment to equipping practitioners with the knowledge and skills needed
to excel in these critical domains.
Based on the CIPR report there is a significant list of AI-based tools used in the profession
that can be potentially integrated into academia.
A visualization is presented in Table 2.
Table 2
Chiefmartec, Marketing Technology Landscape 2022
Category
Area of application
Advertising and promotion
Public relations (82)
Content and experience
– CMS and web experience management (329)
– Content marketing (369)
– Email marketing (251)
– Interactive content (269)
– Marketing automation and
campaign/lead management (353)
– Mobile apps (124)
– SEO (181)
– Video marketing (174)
Data
– Audience/marketing data and data enhancement (234)
– Business/customer intelligence and data science (337)
– Customer data platform (84)
– Dashboards and data visualization (143)
– Governance compliance and privacy (98)
– Marketing analytics performance and attribution (128)
– Mobile and web analytics (120)
Management
– Agile and lean management (54)
– Budgeting and finance (72)
– Collaboration (296)
– Product management (54)
– Projects and workflow (261)
– Talent management (201)
Relationship
– Account-based marketing (27)
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Management
– Community and reviews (151)
– Customer relationship marketing (355)
– Events, meetings, and webinars (337)
– Influencers (119)
– Live chat and chatbots (278)
– Social media marketing and
monitoring (374)
Note. https://chiefmartec.com/2022/05/marketing-technology-landscape-2022-search-9932-
solutions-on-martechmap-com/
AI-based applications are rapidly becoming indispensable tools for communication
practitioners, revolutionizing various aspects of the field with their efficiency and innovative
capabilities. While practitioners in the field increasingly recognize the value and efficiency
gains offered by AI applications, there appears to be a lag in awareness and adoption within
educational institutions. Bridging this knowledge gap is crucial, as empowering teachers
with insights into the potential of AI tools can significantly enhance the quality of education
and better prepare students for the evolving landscape of communication practices.
Addressing this discrepancy becomes pivotal in ensuring that future communication
professionals are well-equipped with the skills and knowledge needed to navigate and
leverage AI-driven technologies in their careers.
ChatGPT: benefits and drawbacks
While we investigate the different tools and applications based on AI and used in the
PR area, we cannot miss ChatGPT which represents a powerful advancement in natural
language processing, holding significant implications for the public relations (PR)
profession and education. This innovative technology, developed by OpenAI, showcases the
potential to transform the way PR professionals engage with audiences, generate content,
and analyze communication strategies. Its ability to understand and respond contextually to
human language provides a dynamic tool for crafting compelling messages and adapting to
diverse communication challenges. In the realm of PR education, integrating ChatGPT can
offer students hands-on experience with cutting-edge tools, preparing them for the evolving
landscape of the industry. However, as we enthusiastically embrace this relatively new
technology, it is crucial to approach it with a discerning eye.
Examining and familiarizing ourselves with both the benefits and drawbacks of
ChatGPT is essential. While the tool brings unprecedented efficiency and creativity to
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content creation and communication tasks, concerns such as bias in language generation and
ethical considerations must be carefully addressed. A balanced understanding of ChatGPT's
capabilities and limitations is fundamental for responsible and effective utilization in PR
practice and education. By navigating this technology with a critical perspective, the PR
community can harness its potential while ensuring ethical and impactful communication
strategies. A visualization is presented in Table 3.
Tabl e 3
Benefits of ChatGPT and Related Generative AI in Advancing Teaching and Learning
(compilation by the author)
Benefit
Description
Reference
Personalized
Tutoring
ChatGPT offers personalized tutoring and feedback
tailored to individual learning needs and progress
Chen et al. (2020)
Automated Essay
Grading
ChatGPT can be trained to efficiently grade student
essays, saving time for teachers
Kim et al. (2019)
Language
Translation
Enables the translation of educational materials into
different languages, enhancing accessibility
Johnson et al. (2016)
Interactive
Learning
Facilitates the creation of interactive learning
experiences, allowing students to engage with a
virtual tutor in a conversational manner
Peng et al. (2019)
Adaptive
Learning
ChatGPT can contribute to adaptive learning systems,
adjusting teaching methods based on a student's
progress and performance
Chiang et al. (2021)
Possible Drawbacks of Using ChatGPT and Related Generative AI in Education
Lack of Human
Interaction
ChatGPT falls short of providing the same level of
human interaction as a real teacher, potentially
disadvantaging some students
D'Mello et al.
(2014)
Limited Understanding
Generative models lack a true understanding of
concepts and may struggle to provide tailored
explanations or feedback
Wang et al.
(2020)
Bias in Training Data
Models may exhibit biases present in their training
data, potentially leading to unfair grading or responses
Bolukbasi et al.
(2016)
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Lack of Creativity
Generative models may have limited creativity and
originality in their responses due to their data-driven
nature
Ziegler et al.
(2019)
Dependency on Data
The quality of generative models is highly dependent
on the quality and quantity of the training data
Kocaguneli et
al. (2019)
Lack of Contextual
Understanding
Generative models may struggle to understand context
and generate contextually appropriate responses
Gao et al.
(2019)
Limited Ability to
Personalize Instruction
Generative AI models may provide general
information but may not be able to personalize
instruction to meet individual student needs
Ribeiro & Vala
(2020)
Privacy Concerns
Concerns about privacy and data security when using
ChatGPT and other generative AI models in education
Ribeiro & Vala
(2020)
Conclusion
In conclusion, as organizations increasingly adopt AI technologies to gain a
competitive edge, the evolving nature of human-AI interaction challenges traditional
perspectives. In the realm of PR education, the transformative impact of AI, as highlighted
by the decline in traditional methods and a growing digital reliance among students,
underscores the urgency for educators to bridge the gap and integrate these technologies.
Current discussions focus not on permissibility but on judicious selection and defined limits
for AI tool usage, specifically, ChatGPT, emphasizing the need for understanding the
European framework and navigating associated advantages and risks. Surveys reveal a
substantial disparity in teachers' experience, indicating a significant growth potential for AI
tool adoption and integration in educational practices. Notably, faculty utilization of AI tools
lags student engagement, highlighting the imperative for educators to embrace and
incorporate these technologies into their teaching methodologies.
The unpredictable trajectory of AI's impact on PR requires constant mindfulness of
ethical and legal dimensions in line with the directive of the European Commission, with
the onus on professionals to shape technology's role rather than succumb to its dictates.
Despite AI's advancements, the enduring need for human intervention, governance, and
ethical scrutiny ensures a vital role for informed PR practitioners in steering the industry
toward responsible and fulfilling practices.
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