Generative AI and the future of higher educationa threat to academic integrity or reformation? Evidence from multicultural perspectives

  1. Abdullahi Yusuf
  2. Nasrin Pervin
  3. Marcos Román González
Journal:
International Journal of Educational Technology in Higher Education

ISSN: 2365-9440

Year of publication: 2024

Issue: 21

Type: Article

DOI: 10.1186/S41239-024-00453-6 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: International Journal of Educational Technology in Higher Education

Sustainable development goals

Abstract

In recent years, higher education (HE) globally has witnessed extensive adoption of technology, particularly in teaching and research. The emergence of generative Arti‑ fcial Intelligence (GenAI) further accelerates this trend. However, the increasing sophis‑ tication of GenAI tools has raised concerns about their potential to automate teaching and research processes. Despite widespread research on GenAI in various felds, there is a lack of multicultural perspectives on its impact and concerns in HE. This study addresses this gap by examining the usage, benefts, and concerns of GenAI in higher education from a multicultural standpoint. We employed an online survey that col‑ lected responses from 1217 participants across 76 countries, encompassing a broad range of gender categories, academic disciplines, geographical locations, and cultural orientations. Our fndings revealed a high level of awareness and familiarity with GenAI tools among respondents. A signifcant portion had prior experience and expressed the intention to continue using these tools, primarily for information retrieval and text paraphrasing. The study emphasizes the importance of GenAI integration in higher education, highlighting both its potential benefts and concerns. Notably, there is a strong correlation between cultural dimensions and respondents’ views on the benefts and concerns related to GenAI, including its potential as academic dis‑ honesty and the need for ethical guidelines. We, therefore, argued that responsible use of GenAI tools can enhance learning processes, but addressing concerns may require robust policies that are responsive to cultural expectations. We discussed the fndings and ofered recommendations for researchers, educators, and policymakers, aiming to promote the ethical and efective integration of GenAI tools in higher education.

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