Generative AI in Higher Education
Teachers’ and Students’ Perspectives on Support, Replacement, and Digital Literacy
Bibliographic Data
| ID | 22048921 |
|---|---|
| Authors | Samia Haroud (0009-0004-8702-1943, University of Hassan II Casablanca, corresponding author), Nadia Saqri (University of Hassan II Casablanca) |
| Year | 2025 |
| Volume | 15 |
| Issue | 4 |
| Pages | 396 |
| Publication date | 2025-03-21 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15040396 |
| OpenAlex | W4408718435 |
| Language | EN |
| Citations received | 24 |
| References cited | 17 |
Artificial intelligence (AI) is increasingly shaping diverse sectors, including education, sparking debates about its potential to transform pedagogical practices and redefine the role of educators. This study explores the perceptions and applications of generative AI in Moroccan higher education to better understand its implications for teaching and learning. A mixed-methods approach was adopted, combining quantitative data from 130 teachers and 156 students with qualitative insights. Quantitative findings reveal significant differences: students demonstrate greater openness to adopting AI, appreciating its capacity to provide instant feedback, enhance creativity, and improve academic performance. In contrast, teachers express reservations, particularly regarding AI’s potential to undermine critical soft skills such as collaboration, problem-solving, and critical thinking. Qualitative analyses confirm these trends, highlighting that, while AI is perceived as a valuable complementary tool, it cannot replace the essential human role of educators in providing personalized guidance and addressing students’ emotional and cognitive needs. Both groups agree on the necessity of enhanced digital literacy to ensure ethical and effective AI integration. These findings underscore the opportunities of generative AI, such as personalized learning and efficiency, while addressing limitations like ethical concerns and over-reliance, offering actionable insights for policymakers, educators, and technologists aiming to integrate AI responsibly in education
Digital Literacy · Generative grammar · Higher education · Literacy · Mathematics education · Multimedia · Pedagogy · Political science · AI in Service Interactions · Artificial Intelligence in Healthcare and Education · Computer Science · Online Learning and Analytics · Psychology · Artificial Intelligence
Shaping responsible GenAI use in research through AI literacy-oriented guidelines
Uncovering adoption personas for generative AI in higher education
Does GenAI truly support student learning? Examining the impact of lecturers’ pedagogical vs. technological skills
Trust and attitude towards AI as pathways to creativity
Generative AI in a contemporary architecture history and theory course
The application of generative AI in university dance education
The evolving role of higher education teachers in the age of artificial intelligence
Artificial intelligence in story-based learning
English language teachers' job replacement
Game-Changer or Hype? A Longitudinal Study of GenAI Opportunities, Challenges, and Teaching–Learning Activities
Toward a Coherent AI Literacy Pathway in Technology Education
Digital Literacy Research for Teaching Excellence in Higher Education
Ethical Problems in the Use of Artificial Intelligence by University Educators
The Impact of Generative Artificial Intelligence on Academic Development of Chinese Students in Humanities and Social Sciences
Six Institutional Intervention Areas to Support Ethical and Effective Student Use of Generative AI in Higher Education
K-12 Teachers’ Adoption of Generative AI for Teaching
The Intersection Between Moodle, Active Methodologies, and Artificial Intelligence in Higher Education
What’s the rush? Temporality, anxiety, and the pursuit of immediacy with generative AI
An active instructional approach based on the Samr framework
Digital Competencies for Effective GenAI Use in Secondary Schools
Student Perspectives on Teacher Interpersonal Behaviours in AI ‐Mediated Higher Education
Academic Integrity and Generative Artificial Intelligence –Views and Perceptions of Students in an Irish University
AI-Generated Data as Epistemic Artifacts
Artificial Intelligence in Participatory Environments
Trends in Global Higher Education
Technology and Social Inclusion
What is AI Literacy? Competencies and Design Considerations
Artificial Intelligence in Education
Evolution and Revolution in Artificial Intelligence in Education
User Acceptance of Information Technology
A Theoretical Extension of the Technology Acceptance Model
The Substitution Augmentation Modification Redefinition (Samr) Model
Artificial intelligence (AI) -integrated educational applications and college students’ creativity and academic emotions
| Unique citing works | 24 |
|---|---|
| Citations per year | 24 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 24 |