Perceptions of Generative AI Tools in Higher Education

Insights from Students and Academics at Sultan Qaboos University

Datos Bibliográficos

ID22049013
AutoresAlsaeed Alshamy (0000-0002-2617-0863, Sultan Qaboos University, autor de correspondencia), Aisha Salim Ali Al-Harthi (0000-0002-1843-1285, Sultan Qaboos University), Shubair Abdullah (0000-0002-1133-5979, Sultan Qaboos University)
Año2025
Volumen15
Número4
Páginas501
Fecha de publicación2025-04-16
Open AccessSí
TipoARTICLE
RevistaEducation Sciences (JOURNAL)
Identificadores de la revistaISSN: 2227-7102 • E-ISSN: 2227-7102
EditorialMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15040501
OpenAlexW4409507413
IdiomaEN
Citas recibidas7
Referencias citadas50

This study investigates the perceptions of generative artificial intelligence (GenAI) tools, such as ChatGPT, among students and academics at Sultan Qaboos University (SQU) within the context of higher education in Oman. Using the Technology Acceptance Model (TAM), it explores five key dimensions: actual use (AU), ease of use (EU), perceived usefulness (PU), perceived challenges (PC), and intention to use (IU). Data collected from 555 students and 168 academics provide valuable insights into the opportunities and challenges associated with the adoption of GenAI tools, based on the results of a t-test. The findings reveal notable differences between students and academics regarding their perceptions of GenAI tools across all TAM variables. Students report frequent use of GenAI for academic support, including personalized learning, brainstorming, and completing assignments, while academics highlight its role in developing learning materials, assessments, lesson plans, and customizing learning content. Both groups recognize its potential to enhance efficiency and innovation in academic practices. However, concerns arise regarding over-reliance on GenAI, diminished critical thinking and creativity, and academic integrity risks. Academics consistently express greater concerns about these challenges than students, particularly regarding plagiarism, academic misconduct, and the potential for over-reliance on GenAI. Despite these challenges, the majority of students and academics indicate a willingness to continue using GenAI tools. This contrast underscores the need for tailored interventions to address the distinct concerns of students and academics. These findings highlight the need for regulatory frameworks, comprehensive institutional guidelines, and targeted training programs to ensure the ethical and responsible use of GenAI technologies. By addressing these critical areas, higher education institutions in Oman can leverage the potential of GenAI while safeguarding academic integrity and fostering essential skills such as critical thinking and creativity

Generative grammar · Higher education · Mathematics education · Pedagogy · Perception · Political science · Sociology · AI in Service Interactions · Artificial Intelligence in Healthcare and Education · Big Data and Business Intelligence · Computer Science · Psychology · Artificial Intelligence

Herramientas

Abrir DOIOpen Access