Perception of generative AI use in UK higher education

University students engaging with digital tools and laptops, symbolizing the growing role of generative AI in learning, research, and academic productivity.

Introduction

Generative artificial intelligence (Gen-AI) has emerged as a transformative force in higher education, with its adoption steadily rising, including in the United Kingdom (Education, 2024). This trend has sparked a range of perceptions and opinions, ranging from optimism regarding its potential to revolutionize the teaching and learning process to concerns about its implications for academic integrity and the traditional roles of educators (Farrelly and Baker, 2023). The integration of Gen-AI into higher education settings has ignited debates surrounding issues such as authorship and the impact on academic standards (Lim et al., 2023).

While some view Gen-AI as a promising tool capable of improving educational experiences through the creation of high-quality learning materials, others express concerns about its impact on the autonomy and pedagogical expertise of educators (Jain and Raghuram, 2024). The rapid advancement of Gen-AI technologies has heightened these discussions, prompting educators, policymakers, and scholars to grapple with its implications for the future of education (İpek et al., 2023; Yusuf et al., 2024).

Lim et al. define Generative Artificial Intelligence as a technology that uses deep learning models to generate human-like content in response to complex and various prompts (Lim et al., 2023). This capability has rendered Gen-AI ubiquitous across various domains, including education, law, policymaking, and content creation (Yusuf and Tambuwal, 2018). Its ability to emulate human-like responses has facilitated its integration into educational practices, offering unique opportunities for personalized learning experiences, content generation, and management (Guan, 2022; Liu et al., 2022; Mao et al., 2024).

Understanding the perception of Gen-AI use in UK higher education is crucial for identifying potential challenges and opportunities in the integration of AI technology in educational settings. As Gen-AI continues to evolve at a rapid pace, it holds the promise of driving innovation and enhancing educational outcomes (Jain and Raghuram, 2024). However, alongside its potential benefits, the widespread adoption of Gen-AI presents a host of challenges that must be addressed through effective policies and measures (Farrelly and Baker, 2023). Failure to navigate these challenges could undermine the integrity of academic practices and exacerbate existing disparities within higher education (Farrelly and Baker, 2023; Mao et al., 2024).

In the coming years, the trajectory of Gen-AI in higher education will be shaped by ongoing debates and efforts to harness its potential while mitigating associated risks (Banh and Strobel, 2023). Understanding the multifaceted nature of perceptions surrounding Gen-AI is essential for informing strategic decisions and ensuring its responsible integration into educational settings (Wu et al., 2020).

Source: https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1463208/full#ref88