Editorial

This week’s presentation at bioTEACH was given by David Grellscheid from the Department of Informatics, who provided insights into how large language models (LLMs), such as ChatGPT, function. David highlighted both the opportunities and challenges presented by LLMs and emphasized the need for a critical assessment of their impact on education and learning.

He explained that these models rely on advanced statistical computations to predict the most probable next word in a sentence based on prior text. Despite their remarkable ability to generate coherent and seemingly intelligent responses, LLMs have no real understanding of the content they produce. They analyze patterns in vast amounts of text data but lack the ability for critical reflection or deep comprehension of the topics they address. David stressed that this places high demands on users, particularly in an academic setting. Evaluating text generated by LLMs requires knowledge about the topic and critical thinking skills. This poses a challenge for both educators and students, as it is not always clear whether the information provided by an LLM is accurate or misleading. Naturally, this has significant implications for teaching, as it can influence students’ learning processes in negative ways.

Another important, yet perhaps less widely known, issue is the enormous energy consumption of language models. Training and operating these models require substantial computing power, resulting in extremely high energy usage. This, in turn, raises concerns about sustainability and environmental impact, highlighting the growing need for more energy-efficient AI solutions.

In this context, I would like to draw your attention to a recent paper from a collaboration between BIO and SLATE. This study surveyed 742 biology students from nine higher education institutions in Norway about their experiences with and perspectives on integrating AI tools like ChatGPT into their studies. The findings suggest cautious optimism. Students generally support a balanced approach and view AI as a useful supplement to traditional learning. Many appreciate AI-based platforms as valuable educational tools that help clarify concepts and provide additional resources. However, concerns remain, were ethical considerations, accuracy, and bias were among the key issues raised by students. Additionally, many emphasized the importance of clear institutional guidelines and proper training to ensure responsible AI use in education.

You can read the full study here:
https://link.springer.com/article/10.1007/s10956-025-10216-1

Did you know that the Naturen (UiB) is Norway’s longest established popular science journal. After 11 years of service, Professor Emeritus Arne Skorping from BIO has announced that he is stepping down as editor and editorial board member. His contributions have been invaluable, and we extend our sincere gratitude for his many years of dedicated work!

With Skorping’s departure, a new opportunity arises for a biologist to join the editorial team. The current team consists of botanist John-Arvid Grytnes and molecular biologist Lisbeth Olsen, and Naturen is primarily looking for someone with a complementary academic background. The position is mainly aimed at employees at BIO at the associate professor or professor level.

Once a new editorial member is in place, the editorial board is expected to elect a new editor—an opportunity available to the incoming member if desired. Interest in Naturen continues to grow, with an increasing number of digital article views. Next year, the journal will celebrate its 150th anniversary, making this an exciting time to join the editorial team.

If this sounds interesting, please contact editorial secretary Gunvar Mikkelsen (gunvar.mikkelsen@uib.no; mobile: +47 996 22 830) as soon as possible.

Have a great weekend!
Best regards,
Ståle