Nam Aghaee

Universitetslektor

Generative AI in Higher Education : Educators' Perspectives on Academic Learning and Integrity

Författare

Nam Aghaee
John Vrågård
Freddie Brorsson

Summary, in English

Generative Artificial Intelligence (Gen AI), exemplified by models such as ChatGPT, has rapidly advanced, becoming a significant force in various sectors, including higher education. ChatGPT, a leading application of Gen AI, utilizes large language models (LLMs) to generate human-like text, providing capabilities that range from answering complex questions to facilitating software development. As these tools become increasingly integrated into academic environments, their impact on teaching and learning processes has become more under focus. However, there are not many studies focusing on the impact of such systems on students’ performance and the use of such systems. This study therefore examines the impact of GPT tools on higher education, aiming to address the following research questions: How does the use of GPTs influence the teaching and learning process in higher education? What are the perceived impacts of GPTs on educational practices from university educators’ perspective? The research employs a qualitative methodology, incorporating semi-structured interviews with educators from Swedish universities who have integrated GPT into their curricula. Data were transcribed and analysed using OpenAI's Whisper to extract key themes and insights. Data analysis was done through thematic analysis and categorizing the data using codes. The study uncovers a dual impact of GPT on education, while it offers substantial opportunities for enhancing productivity and personalized learning, it also raises significant concerns about academic integrity, over-reliance on AI, and the potential influences on students’ soft skills. These findings contribute to the discourse on digital learning by highlighting the need for instructional and constructive integration of AI technologies such as GenAI, in educational settings. In addition, the rise and integration of GPT technology is irreversible, and we must adapt to it rather than return to old ways. Embracing AI's potential while addressing its challenges is essential for progress and innovation in this new era. The study emphasizes the importance of developing clear policies and guidelines to ensure that the benefits of GPT are realized without compromising the integrity of the educational process. As such, this research provides valuable insights for educators, policymakers, and scholars interested in the ethical and effective implementation of AI in higher education

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