University of Kwazulu-Natal

Generative Ai In Higher Education A Global Perspective Of

Bonisiwe Shabane
-
generative ai in higher education a global perspective of

A not-for-profit organization, IEEE is the world's largest technical professional organization dedicated to advancing technology for the benefit of humanity.© Copyright 2025 IEEE - All rights reserved. Use of this web site signifies your agreement to the terms and conditions. *Correspondence: Nigel J. Francis, francisn10@cardiff.ac.uk; Sue Jones, suejones@ibms.org ORCID: Nigel J. Francis, orcid.org/0000-0002-4706-4795; Sue Jones, orcid.org/0009-0002-4931-6332; David P.

Smith, orcid.org/0000-0001-5177-8574 Received 2024 Nov 10; Accepted 2024 Dec 24; Collection date 2024. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted... No use, distribution or reproduction is permitted which does not comply with these terms. Generative Artificial Intelligence (GenAI) is rapidly transforming the landscape of higher education, offering novel opportunities for personalised learning and innovative assessment methods.

This paper explores the dual-edged nature of GenAI’s integration into educational practices, focusing on both its potential to enhance student engagement and learning outcomes and the significant challenges it poses to academic integrity and... Through a comprehensive review of current literature, we examine the implications of GenAI on assessment practices, highlighting the need for robust ethical frameworks to guide its use. Our analysis is framed within pedagogical theories, including social constructivism and competency-based learning, highlighting the importance of balancing human expertise and AI capabilities. We also address broader ethical concerns associated with GenAI, such as the risks of bias, the digital divide, and the environmental impact of AI technologies. This paper argues that while GenAI can provide substantial benefits in terms of automation and efficiency, its integration must be managed with care to avoid undermining the authenticity of student work and exacerbating existing... Finally, we propose a set of recommendations for educational institutions, including developing GenAI literacy programmes, revising assessment designs to incorporate critical thinking and creativity, and establishing transparent policies that ensure fairness and accountability in...

By fostering a responsible approach to GenAI, higher education can harness its potential while safeguarding the core values of academic integrity and inclusive education. The document examines the integration of generative AI (GAI) in higher education, showcasing its transformative potential for improving learning, teaching, and assessment processes. It underscores the necessity for institutions to establish clear policies that address critical issues such as academic integrity and equity while enhancing the educational experience. By utilizing the Diffusion of Innovations Theory, the study analyzes GAI adoption across 40 universities worldwide, revealing a generally proactive stance toward its implementation. However, it also highlights the pressing need for robust policy frameworks and effective communication strategies to navigate the challenges posed by GAI. Overall, the findings indicate that while there is enthusiasm for GAI's capabilities in education, successful integration hinges on thoughtful planning and institutional commitment to fostering an equitable and effective learning environment.

Context: Higher education institutions are integrating GAI tools into their curricula and assessment methods while establishing guidelines for ethical use. This includes adapting pedagogical approaches to enhance learning outcomes and ensure academic integrity. Implementation: Universities are adopting GAI technologies across various educational contexts, assessing their impact on teaching and learning, and crafting institutional policies to clarify roles, responsibilities, and ethical considerations. This comprehensive integration aims to provide clear guidelines and adapt pedagogical methods based on GAI capabilities. Outcomes: ['Improved educational outcomes', 'Enhanced student engagement', 'Preparation of students for AI-literate futures', 'Clear standards for GAI use', 'Improved stakeholder engagement', 'Enhanced academic integrity'] Challenges: ['Concerns about academic integrity', 'Data privacy issues', 'Digital divide among students', 'Need for continuous updates to policies as GAI technology evolves', 'Ensuring equitable access to GAI tools']

Batista, J.; Mesquita, A.; Carnaz, G. Generative AI and Higher Education: Trends, Challenges, and Future Directions from a Systematic Literature Review. Information 2024, 15, 676. https://doi.org/10.3390/info15110676 Batista J, Mesquita A, Carnaz G. Generative AI and Higher Education: Trends, Challenges, and Future Directions from a Systematic Literature Review.

Information. 2024; 15(11):676. https://doi.org/10.3390/info15110676 Batista, João, Anabela Mesquita, and Gonçalo Carnaz. 2024. "Generative AI and Higher Education: Trends, Challenges, and Future Directions from a Systematic Literature Review" Information 15, no.

11: 676. https://doi.org/10.3390/info15110676 Batista, J., Mesquita, A., & Carnaz, G. (2024). Generative AI and Higher Education: Trends, Challenges, and Future Directions from a Systematic Literature Review. Information, 15(11), 676.

https://doi.org/10.3390/info15110676

People Also Search

A Not-for-profit Organization, IEEE Is The World's Largest Technical Professional

A not-for-profit organization, IEEE is the world's largest technical professional organization dedicated to advancing technology for the benefit of humanity.© Copyright 2025 IEEE - All rights reserved. Use of this web site signifies your agreement to the terms and conditions. *Correspondence: Nigel J. Francis, francisn10@cardiff.ac.uk; Sue Jones, suejones@ibms.org ORCID: Nigel J. Francis, orcid.or...

Smith, Orcid.org/0000-0001-5177-8574 Received 2024 Nov 10; Accepted 2024 Dec 24;

Smith, orcid.org/0000-0001-5177-8574 Received 2024 Nov 10; Accepted 2024 Dec 24; Collection date 2024. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this jou...

This Paper Explores The Dual-edged Nature Of GenAI’s Integration Into

This paper explores the dual-edged nature of GenAI’s integration into educational practices, focusing on both its potential to enhance student engagement and learning outcomes and the significant challenges it poses to academic integrity and... Through a comprehensive review of current literature, we examine the implications of GenAI on assessment practices, highlighting the need for robust ethica...

By Fostering A Responsible Approach To GenAI, Higher Education Can

By fostering a responsible approach to GenAI, higher education can harness its potential while safeguarding the core values of academic integrity and inclusive education. The document examines the integration of generative AI (GAI) in higher education, showcasing its transformative potential for improving learning, teaching, and assessment processes. It underscores the necessity for institutions t...

Context: Higher Education Institutions Are Integrating GAI Tools Into Their

Context: Higher education institutions are integrating GAI tools into their curricula and assessment methods while establishing guidelines for ethical use. This includes adapting pedagogical approaches to enhance learning outcomes and ensure academic integrity. Implementation: Universities are adopting GAI technologies across various educational contexts, assessing their impact on teaching and lea...