The impact of generative AI on higher education learning and teaching

A study of educators’ perspectives

Bibliographic Data

ID23340511
AuthorsDaniel Lee (0000-0003-0789-058X, The University of Adelaide, corresponding author), Matthew Arnold (0000-0002-5796-4578, The University of Adelaide), Amit Srivastava (0000-0002-6071-9354, The University of Adelaide), Katrina Plastow (0000-0003-3541-6252, The University of Adelaide), Peter Strelan (0000-0002-3796-1935, The University of Adelaide), Florian Ploeckl (0000-0001-8500-9028, The University of Adelaide), Dimitra Lekkas (0000-0002-5142-7333, The University of Adelaide), Edward Palmer (0000-0002-3343-9066, The University of Adelaide)
Year2024
Volume6
Pages100221
Publication date2024-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueComputers and Education: Artificial Intelligence (JOURNAL)
Journal identifiersISSN: 2666-920X • E-ISSN: 2666-920X
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.caeai.2024.100221
OpenAlexW4394934695
LanguageEN
Citations received64
References cited26

In recent months, Artificial Intelligence (AI) has had, and will continue to have, a dramatic impact on Higher Education (HE). A study conducted by researchers at a leading university in Australia surveyed 30 of their teaching staff, drawn predominantly from their teaching academy, and interviewed eight of them regarding the impact of AI on HE. Data were analyzed using the procedures of Inductive Thematic Analysis and revealed a lack of any homogenous sentiment around AI in HE and much ambiguity regarding best practice regarding recent technological developments. The results indicate concerns exist around concepts relating to academic integrity, however, these concerns may be exaggerated. Almost half of the participants indicated they were using AI within their teaching roles with the most common design change being modifications to assessments. Less than a quarter of staff agreed the university has adequately equipped them for AI, and more than three quarters indicated they would like support. They unanimously assumed the technology will improve. Keeping in mind universities’ obligation to serve students by preparing them for industry, it is vitally important that the HE sector stays informed of developments in AI and commit to ongoing research and discussions regarding best practice in response to AI. However, anything regarding AI and future developments will be extremely difficult to predict.

Ambiguity · Commit · Engineering ethics · Higher education · Medical education · Obligation · Political science · Qualitative research · Quarter (Canadian coin) · Social science · Sociology · Thematic analysis · Artificial Intelligence in Healthcare and Education · Computer Science · COVID-19 diagnosis using AI · Engineering · Medicine · Psychology

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