WorldView-Bench: A Benchmark for Evaluating Global Cultural Perspectives in Large Language Models

Large Language Models (LLMs) are predominantly trained and aligned in ways that reinforce Western-centric epistemologies and socio-cultural norms, leading to cultural homogenization and limiting their ability to reflect global civilizational plurality. Existing benchmarking frameworks fail to adequately capture this bias, as they rely on rigid, closed-form assessments that overlook the complexity of cultural inclusivity. To address this, we introduce WorldView-Bench, a benchmark designed to evaluate Global Cultural Inclusivity (GCI) in LLMs by analyzing their ability to accommodate diverse worldviews. Our approach is grounded in the Multiplex Worldview proposed by Senturk et al., which distinguishes between Uniplex models, reinforcing cultural homogenization, and Multiplex models, which integrate diverse perspectives. WorldView-Bench measures Cultural Polarization, the exclusion of alternative perspectives, through free-form generative evaluation rather than conventional categorical benchmarks. We implement applied multiplexity through two intervention strategies: (1) Contextually-Implemented Multiplex LLMs, where system prompts embed multiplexity principles, and (2) Multi-Agent System (MAS)-Implemented Multiplex LLMs, where multiple LLM agents representing distinct cultural perspectives collaboratively generate responses. Our results demonstrate a significant increase in Perspectives Distribution Score (PDS) entropy from 13% at baseline to 94% with MAS-Implemented Multiplex LLMs, alongside a shift toward positive sentiment (67.7%) and enhanced cultural balance. These findings highlight the potential of multiplex-aware AI evaluation in mitigating cultural bias in LLMs, paving the way for more inclusive and ethically aligned AI systems.

How to Design and Deliver Courses for Higher Education in the AI Era: Insights from Exam Data Analysis

In this position paper, we advocate for the idea that courses and exams in the AI era have to be designed based on two factors: (1) the strengths and limitations of AI, and (2) the pedagogical educational objectives. Based on insights from the Delors report on education [1], we first address the role of education and recall the main objectives that educational institutes must strive to achieve independently of any technology. We then explore the strengths and limitations of AI, based on current advances in AI. We explain how courses and exams can be designed based on these strengths and limitations of AI, providing different examples in the IT, English, and Art domains. We show how we adopted a pedagogical approach that is inspired from the Socratic teaching method from January 2023 to May 2023. Then, we present the data analysis results of seven ChatGPT-authorized exams conducted between December 2022 and March 2023. Our exam data results show that there is no correlation between students' grades and whether or not they use ChatGPT to answer their exam questions. Finally, we present a new exam system that allows us to apply our pedagogical approach in the AI era.