Abstract

As AI continues to transform educational practices, understanding its potential benefits, limitations, and ethical implications is critical. This study explores future educators’ perceptions of generative ΑΙ in higher education. Through a mixed-methods approach, this research gathered insights from undergraduate and master’s level students on their familiarity with, willingness to use, and concerns about AI-driven educational tools. Findings highlight a general positivity toward AI’s utility in learning and teaching, with key advantages including personalised feedback, time efficiency, and academic support. Conversely, challenges related to reliability, academic integrity, and the potential for over-reliance reveal areas for further guidance and digital literacy enhancement. Post-intervention data suggests that hands-on experience with AI can reduce concerns and foster a balanced perspective on AI adoption in education. This study underscores the need for ethical frameworks and policy guidance to support the responsible integration of AI in educational contexts.

Keywords

References

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