Alexandra Farazouli PhD student
Contact
Name and title: Alexandra FarazouliPhD student
Phone: +46812076385
ORCID0000-0001-7601-3850 Länk till annan webbplats.
Workplace: Department of Education Länk till annan webbplats.
Visiting address Room 2611Frescativägen 54
Postal address Institutionen för pedagogik och didaktik106 91 Stockholm
About me
I am interested in the role of Computer Science in Higher Education and how digital technologies meet the humanities. Through my research, I aim to further explore, map and explain the ethical considerations emerging from AI and Machine Learning applications in higher education. More specifically, my PhD research focus is on the ethics of emerging AI-driven technologies and their implications for educational practices and the different stakeholders in higher education.
My experience in Education and Computer Science led me soon to understand that while technology can become a true enabler to help tackle many of the challenges that exist in educational realities, the use of student data and analytics techniques raise a series of issues that require ethical and legal considerations.
Before joining this doctoral program, I was a member of the Data Science research group in the Department of Computer and Systems Sciences (DSV) of Stockholm University, working on the AutoGrade project, focusing on pedagogy and the ethical aspects of an automated grading tool at the Department of Computer and Systems Sciences (DSV) of Stockholm University. This experience fuelled my interest in conducting further research on AIED (Artificial Intelligence in Education) ethics.
I am a member of the Higher Education Learning Practices (HELP) research group in the Department of Education (IPD), and the WASP-HS project, Ethical and Legal Challenges of AI-driven challenges in higher education.
I am also part of the digital learning team at the Centre for the Advancement of University Teaching, responsible for running workshops on AI and university teaching, developing educational material and providing consultations on request.
Supervisors: Cormac McGrath (IPD), Tessy Cerratto Pargman (DSV), Klara Bolander Laksov (IPD)
Thesis title: Emerging AI and Ethics in Higher Education: A Technology Mediation Perspective (compilation thesis)
ORCID: https://orcid.org/0000-0001-7601-3850
Google Scholar: https://scholar.google.com/citations?user=bq99LOIAAAAJ&hl=el&oi=ao
Pedagogical Perspectives on AI and Education, 7,5 ECTS basic level
Akademiskt skrivande, lärande och AI, 7.5 ECTS basic level
My doctoral thesis focuses on exploring how emerging AI technologies mediate higher education practices, focusing on university teachers’ perspectives and the ethical issues arising from such mediations. My work is grounded in the postphenomenology conceptual framework in terms of examining how university teachers relate with Generative AI chatbots and automated grading systems (AGS) in their practices and exploring the emerging ethical issues in their AI-mediated practices. I put emphasis on how ethical issues emerge when AI artefacts are introduced in the context of higher education practices, using a relational approach to ethics informed by relational ethics theory.
2026
Farazouli, A. (2026, March). Postphenomenology and Technology Mediation Theory. Seminar, Cognitive Semiotics group, Lund University, Lund, Sweden.
Farazouli, A. (2026, March). Navigating Generative AI in Higher Education: Insights from Two Empirical Studies. Teachers’ conference 2026, CeUL, Stockholm, Sweden.
Farazouli, A., Bearman, M., Corbin, T., Cerratto-Pargman, T., McGrath, C. (2026, March). Ethics Without Reasons: A Critical Literature Review of Normative Claims in Generative AI and Higher Education Research. NERA26 Conference, Aarhus, Denmark.
Farazouli, A, Bearman, M., Corbin, T., Cerratto-Pargman, T., McGrath, C. (2026, February). A Critical Literature Review of Claims in Generative AI and Higher Education Research. ECER Symposium Moving the Watershed: a critical perspective on doctoral education, towards inclusive (post) academic careers, Vrije Universiteit, Amsterdam, Netherlands.
Farazouli, A. (2026, January). Navigating Uncertainty: engaging with AI in university teaching. IDEAL unit day, Department of Computer and Systems Science, Stockholm, Sweden.
2025
Farazouli, A. (2025, May). Academic Integrity & Generative AI.
CeUL Theme Day: “Hur påverkar AI akademiskt skrivande och handledning av studentuppsatser?”, Stockholm University, Stockholm, Sweden.
Farazouli, A., Cerratto-Pargman, T., Bolander Laksov, K., McGrath, C. (2025, May). Navigating Uncertainty: Ethical Implications of Generative AI in Assessment Practices in Higher Education.
VR & WASP-HS Symposium on Risks and Opportunities with AI in Education, Stockholm, Sweden.
Farazouli, A. (2025, April). Emerging Technologies and Ethical Challenges in Higher Education.
Connected Intelligence Centre (CIC), University of Technology Sydney, Sydney, Australia.
(Link: https://cic.uts.edu.au/events/alexandra-farazouli-stockholm-u-emerging-technologies-and-ethical-challenges-in-he/)
Farazouli, A. (2025, February). Ethical Challenges of Emerging AI Technologies in Higher Education.
CRADLE – Centre for Research in Assessment and Digital Learning, Deakin University, Melbourne, Australia.
(Link: https://blogs.deakin.edu.au/cradle/find-out-what-visitor-alexandra-farazouli-discovered-at-cradle/)
2024
Farazouli, A. (2024, December). Keynote: AI and University Teaching.
13th Nordic Seminar for Interpreter Teachers, Stockholm, Sweden.
Farazouli, A. (2024, November). Ethics of AI Tools for Teaching and Learning.
CIVIS Workshop (online).
Farazouli, A. (2024, October). AI Guide: Exploring AI for Teaching and Learning – A Guide for University Teachers.
IKT Pedagogiska Nätverk, Stockholm University (online).
Farazouli, A. (2024, May). AI in Teaching: Exploring Opportunities for Teaching and Learning with AI.
U-Train Program, Stockholm University, Stockholm, Sweden.
Farazouli, A. (2024, May). A Critical Debate about AI Chatbots in Swedish Higher Education.
IKT Pedagogiska Nätverk, Stockholm University (online).
Farazouli, A. (2024, March). Towards a Relational Approach for Responsible Learning Analytics in Assessment.
Workshop: Fostering Ethical and Equitable Learning Analytics, LAK24 Conference, Kyoto, Japan.
Farazouli, A. (2024, March). Panel: Teaching and AI in Higher Education.
Stockholm University Teacher Conference, Stockholm, Sweden.
Farazouli, A. (2024, February). AI Chatbots and Assessment in Higher Education.
WASP-HS Winter Conference, Umeå University, Umeå, Sweden.
2023
Farazouli, A. (2023, October). Assessment and AI Chatbots in Higher Education.
SAGA Workshop, Stockholm University, Stockholm, Sweden.
Farazouli, A. (2023, September). Assessment and Large Language Models in Higher Education.
WASP-ED Seminar (online).
Farazouli, A. (2023, August). Ethics of AI-Driven Automated Systems for Assessment.
EARLI Conference (European Association for Research on Learning and Instruction), Athens, Greece.
Farazouli, A. (2023, May). AI Chatbots and Assessment in Higher Education.
Digital Futures Workshop: Responsible Assessment Futures, Stockholm, Sweden.
Farazouli, A. (2023, March). Ethical Perspectives on AI in Assessment.
CeUL Theme Day: AI and the Future of Education, Stockholm University, Stockholm, Sweden.
2022
Farazouli, A. (2022, June). Exploring the Ethical Dimensions of Automated Grading.
Nordic Learning Analytics Summer Institute (NLASI), KTH, Stockholm, Sweden.
Farazouli, A. (2022, June). Ethics of Emerging AI-Driven Technologies and Their Implications for Educational Practices.
Doctoral Consortium, ACM FAccT Conference (online).
Farazouli, A. (2022, May). Exploring the Ethical Dimensions of Automated Grading.
VR Exploratory Workshop: Ethics and Values in Data-Driven Educational Practices, VIA University College, Aarhus, Denmark.
Farazouli, A., Cerratto Pargman, T., Bolander Laksov, K., & McGrath, C. (2025). Navigating uncertainty: University teachers’ experiences and perceptions of generative artificial intelligence in teaching and learning. Studies in Higher Education, 0(0), 1–16. https://doi.org/10.1080/03075079.2025.2550766
Figueras, C., Farazouli, A., Cerratto Pargman, T., McGrath, C., & Rossitto, C. (2025). Promises and breakages of automated grading systems: A qualitative study in computer science education. Education Inquiry, 0(0), 1–22. https://doi.org/10.1080/20004508.2025.2464996
Premat, C., & Farazouli, A. (2025). Academic Integrity vs. Artificial Intelligence: A tale of two AIs. Práxis Educativa, 20. https://doi.org/10.5212/praxeduc.v.20.24871.016
Farazouli, A. (2024). Automation and Assessment: Exploring Ethical Issues of Automated Grading Systems from a Relational Ethics Approach. In A. Buch, Y. Lindberg, & T. Cerratto Pargman (Eds.), Framing Futures in Postdigital Education: Critical Concepts for Data-driven Practices (pp. 209–226). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-58622-4_12
McGrath, C., Farazouli, A. & Cerratto-Pargman, T. (2024). Generative AI chatbots in higher education: a review of an emerging research area. Higher Education. https://doi.org/10.1007/s10734-024-01288-w
Cerratto Pargman, T., Sporrong, E., Farazouli, A., & McGrath, C. (2024). Beyond the Hype: Towards a Critical Debate About AI Chatbots in Swedish Higher Education. Högre utbildning, 14(1), 74–81. https://doi.org/10.23865/hu.v14.6243
Farazouli, A. (2024). Exploring AI for Teaching and Learning. Stockholm University. Educational resource. https://doi.org/10.17045/sthlmuni.28070180.v1
Bendixen, C., Premat, C., Gunnerstad, A., & Farazouli, A. (2024). Preventing plagiarism: Handbook for Stockholm University Staff (Second Edition). Stockholm University. https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-235826
Farazouli, A., Cerratto-Pargman, T., Bolander-Laksov, K., & McGrath, C. (2023). Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers’ assessment practices. Assessment and Evaluation in Higher Education, 49(3), 363–375. https://doi.org/10.1080/02602938.2023.2241676
Tornqvist, M., Mahamud, M., Mendez Guzman, E., & Farazouli, A. (2023). ExASAG: Explainable Framework for Automatic Short Answer Grading. In E. Kochmar, J. Burstein, A. Horbach, R. Laarmann-Quante, N. Madnani, A. Tack, V. Yaneva, Z. Yuan, & T. Zesch (Eds.), Proceedings of the 18th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2023) (pp. 361–371). Association for Computational Linguistics. https://doi.org/10.18653/v1/2023.bea-1.29
Ljungman, J., Lislevand, V., Pavlopoulos, J., Farazouli, A., Lee, Z., Papapetrou, P., & Fors, U. (2021). Automated Grading of Exam Responses: An Extensive Classification Benchmark (C. Soares & L. Torgo, Eds.; Vol. 12986, pp. 3–18). Springer International Publishing. https://doi.org/10.1007/978-3-030-88942-5_1
Psifidou, I., Mouratoglou N., Farazouli A. (2021). The Role of Guidance and Counselling in Minimising Risk Factors to Early Leaving from Education and Training in Europe in Journal of Education and Work 34:7-8, 810-825. DOI: 10.1080/13639080.2021.1996545
Farazouli, A. (2020). School choice and private schooling: A comparison between Greece and Sweden in Comparative and International Education Review. Issue: 25, pp 27-45. http://cier.edu.gr/wp-content/uploads/t-25-3.pdf
