Future research recommendations for transforming higher education with generative AI
Open accessAbstract
Higher education is crucial for producing ethical citizens and professionals globally. The introduction of generative AI (GenAI), such as ChatGPT, has posed opportunities and challenges to the traditional model of education. However, the current conversations primarily focus on policy development and assessment, with limited research on the future of higher education. GenAI's impact on learning outcomes, pedagogy, and assessment is crucial for reforming and advancing the workforce. This qualitative study aims to investigate student perspectives on GenAI's impact on higher education. The study uses an initial conceptual framework driven by a systematic literature review to investigate the opportunities and challenges of AI in education. This framework serves as an initial data collection and analysis framework. A sample of 51 students from three research-intensive universities was selected for this study. Thematic analysis identified three themes and 10 subthemes. The findings suggest that future higher education should be transformed to train students to be future-ready for employment in a society powered by GenAI. They suggest new learning outcomes—skills in learning and teaching with GenAI, AI literacy—and emphasize the significance of interdisciplinarity and maker learning, with assessment focusing on in-class and hands-on activities. They recommend six future research directions – competence for future workforce and its self-assessment measures, AI literacy or competency…
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
AI has prompted instructors to re-think the foundation of assessment, whether the traditional assessment types are still fit for purpose, and ultimately, the purpose of teaching, learning and the very existence of higher education.
“AI has prompted instructors to re-think the foundation of assessment, whether the traditional assessment types are still fit for purpose, and ultimately, the purpose of teaching, learning and the very existence of higher education (Chiu, 2024a; Irving-Walton, 2026).”
From Assessment-focused governance mode? Mapping Generative AI policies across 76 UK higher education institutions: Policy framework and recommendations (2026) · cites this paper as Chiu, 2024a
Introducing GenAI can shift the focus from transferring knowledge to processing knowledge and from disciplinary learning to interdisciplinary learning.
“It suggests that introducing GenAI can shift the focus from transferring knowledge to processing knowledge and from disciplinary learning to interdisciplinary learning (Chiu, 2024).”
From Higher Education's Generative Artificial Intelligence Paradox: The Meaning of Chatbot Mania (2024) · cites this paper as Chiu, 2024
Increasing student confidence in utilising GenAI is an important consideration regarding student equity.
“Increasing student con fi dence in utilising GenAI is thus an important consideration regarding student equity (Chiu, 2024; Ng et al., 2021).”
From Artificial Intelligence for Academic Purposes (AIAP): Integrating AI literacy into an EAP module (2025) · cites this paper as Chiu, 2024
Understanding how GenAI tools function as well as their capabilities and limitations can help students use these tools responsibly and effectively.
“Understanding how GenAI tools function as well as their capabilities and limitations can help students use these tools responsibly and effectively (Chiu, 2024; Southworth et al., 2023).”
From Artificial Intelligence for Academic Purposes (AIAP): Integrating AI literacy into an EAP module (2025) · cites this paper as Chiu, 2024
Universities might have their own GenAI policies, but students might not read or understand these documents or find them lacking and ambiguous.
“Meanwhile, whereas universities might have their own GenAI policies, students might not read or understand these documents (Chiu, 2024) or, in other cases, fi nd them lacking and ambiguous (Jisc, 2024).”
From Artificial Intelligence for Academic Purposes (AIAP): Integrating AI literacy into an EAP module (2025) · cites this paper as Chiu, 2024
Scholars have pointed out the importance of addressing broader societal and ethical considerations of AI.
“As an important adjunct, scholars have also pointed out the importance of addressing broader societal and ethical considerations of AI (Chiu, 2024; Hornberger et al., 2023).”
From Artificial Intelligence for Academic Purposes (AIAP): Integrating AI literacy into an EAP module (2025) · cites this paper as Chiu, 2024
There is considerable variance in students' understanding of inappropriate or unethical use of GenAI, highlighting the need for clear institutional guidance and policy and explicit pedagogical focus on this area.
“Other studies, however, point to considerable variance in students ' understanding of inappropriate or unethical use of GenAI (Chan, 2023b), again highlighting the need both for clear institutional guidance and policy, as well as explicit pedagogical focus on this area (Chiu, 2024; Kong et al., 2024; Walter, 2024).”
From Artificial Intelligence for Academic Purposes (AIAP): Integrating AI literacy into an EAP module (2025) · cites this paper as Chiu, 2024
This approach is in keeping with recent work positioning prompt engineering and pedagogical AI design as central academic competences for the GenAI era.
“This is an approach that is in keeping with recent work positioning prompt engineering and pedagogical AI design as central academic competences for the GenAI era (Chiu, 2024; Mollick & Mollick, 2024).”
From <b>Effects of Partial vs. Full Cognitive Offloading with Generative AI on Learning Retention </b> (2026) · cites this paper as Chiu, 2024
Cites
Using thematic analysis in psychology
Braun, V., & Clarke, V. (2006) · Qualitative Research in Psychology · doi:10.1191/1478088706qp063oa · Cited by 194,414 · see citing works
ChatGPT for good? On opportunities and challenges of large language models for education
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., et al. (2023) · Learning and Individual Differences · doi:10.1016/j.lindif.2023.102274 · Cited by 7,326 · see citing works
Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence
Cooper, G. (2023) · Journal of Science Education and Technology · doi:10.1007/s10956-023-10039-y · Cited by 1,263 · see citing works
Chiu, T. K. F., Xia, Q., Zhou, X., Chai, C. S., & Cheng, M. (2023) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2022.100118 · Cited by 1,181 · see citing works
Self-citationChatGPT for Education and Research: Opportunities, Threats, and Strategies
Rahman, M. M., & Watanobe, Y. (2023) · Applied Sciences · doi:10.3390/app13095783 · Cited by 1,080 · see citing works
Chiu, T. K. F. (2024) · Interactive Learning Environments · doi:10.1080/10494820.2023.2253861 · Cited by 852 · see citing works
Self-citationPeres, R., Schreier, M., Schweidel, D., & Sorescu, A. (2023) · International Journal of Research in Marketing · doi:10.1016/j.ijresmar.2023.03.001 · Cited by 535 · see citing works
Xia, Q., Chiu, T. K. F., Lee, M., Sanusi, I. T., Dai, Y., & Chai, C. S. (2022) · Computers & Education · doi:10.1016/j.compedu.2022.104582 · Cited by 469 · see citing works
Self-citationCreation and Evaluation of a Pretertiary Artificial Intelligence (AI) Curriculum
Chiu, T. K. F., Meng, H., Chai, C.-S., King, I., Wong, S., & Yam, Y. (2022) · IEEE Transactions on Education · doi:10.1109/te.2021.3085878 · Cited by 380 · see citing works
Self-citationThirty years of research on online learning
Mayer, R. E. (2018) · Applied Cognitive Psychology · doi:10.1002/acp.3482 · Cited by 374 · see citing works
Transformation or evolution?: Education 4.0, teaching and learning in the digital age
Bonfield, C. A., Salter, M., Longmuir, A., Benson, M., & Adachi, C. (2020) · Higher Education Pedagogies · doi:10.1080/23752696.2020.1816847 · Cited by 365 · see citing works
A Holistic Approach to the Design of Artificial Intelligence (AI) Education for K-12 Schools
Chiu, T. K. F. (2021) · TechTrends · doi:10.1007/s11528-021-00637-1 · Cited by 271 · see citing works
Self-citationWood, E. A., Ange, B. L., & Miller, D. D. (2021) · Journal of Medical Education and Curricular Development · doi:10.1177/23821205211024078 · Cited by 261 · see citing works
Cano, E. V., Andrés, S. M., & Menéses, E. L. (2021) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-021-00269-8 · Cited by 220 · see citing works
Xia, Q., Chiu, T. K. F., Chai, C. S., & Xie, K. (2023) · British Journal of Educational Technology · doi:10.1111/bjet.13305 · Cited by 203 · see citing works
Self-citationCukurova, M., Kent, C., & Luckin, R. (2019) · British Journal of Educational Technology · doi:10.1111/bjet.12829 · Cited by 198 · see citing works
Promoting student creativity and entrepreneurship through real-world problem-based maker education
Weng, X., Chiu, T. K. F., & Tsang, C. C. (2022) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2022.101046 · Cited by 176 · see citing works
Self-citationEthical issues of the use of AI-driven mobile apps for education
Klimova, B., Pikhart, M., & Kacetl, J. (2023) · Frontiers in Public Health · doi:10.3389/fpubh.2022.1118116 · Cited by 173 · see citing works
An artificial intelligence approach to monitor student performance and devise preventive measures
Khan, I., Ahmad, A. R., Jabeur, N. H., & Mahdi, M. N. (2021) · Smart Learning Environments · doi:10.1186/s40561-021-00161-y · Cited by 170 · see citing works
Fu, S., Hui-min, G., & Yang, B. (2020) · British Journal of Educational Technology · doi:10.1111/bjet.12995 · Cited by 150 · see citing works
Laupichler, M. C., Aster, A., & Raupach, T. (2023) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2023.100126 · Cited by 149 · see citing works
Explainable Automated Essay Scoring: Deep Learning Really Has Pedagogical Value
Kumar, V., & Boulanger, D. (2020) · Frontiers in Education · doi:10.3389/feduc.2020.572367 · Cited by 148 · see citing works
Tempelaar, D., Rienties, B., & Nguyen, Q. (2020) · PLOS ONE · doi:10.1371/journal.pone.0233977 · Cited by 137 · see citing works
Impact of Artificial Intelligence in Special Need Education to Promote Inclusive Pedagogy
GGSIP University, S.-1., Garg, S., & Sharma, S. (2020) · International Journal of Information and Education Technology · doi:10.18178/ijiet.2020.10.7.1418 · Cited by 137 · see citing works
Artificial intelligence moving serious gaming: Presenting reusable game AI components
Westera, W., Prada, R., Mascarenhas, S., Santos, P. A., Dias, J., Guimarães, M., Georgiadis, K., Nyamsuren, E., Bahreini, K., Yumak, Z., et al. (2020) · Education and Information Technologies · doi:10.1007/s10639-019-09968-2 · Cited by 136 · see citing works
Jarke, J., & Macgilchrist, F. (2021) · Big Data & Society · doi:10.1177/20539517211025561 · Cited by 117 · see citing works
Sequence to Sequence Model Performance for Education Chatbot
Palasundram, K., Sharef, N. M., Nasharuddin, N. A., Kasmiran, K. A., & Azman, A. (2019) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v14i24.12187 · Cited by 114 · see citing works
Bonneton-Botté, N., Fleury, S., Girard, N., Magadou, M. L., Cherbonnier, A., Renault, M., Anquetil, É., & Jamet, É. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.103831 · Cited by 104 · see citing works
A Platform for AI-Enabled Real-Time Feedback to Promote Digital Collaboration
Porter, B., & Grippa, F. (2020) · Sustainability · doi:10.3390/su122410243 · Cited by 94 · see citing works
Knight, D. B., Lattuca, L. R., Kimball, E. W., et al. (2012) · Innovative Higher Education · doi:10.1007/s10755-012-9232-1 · Cited by 93
Lampos, V., Mintz, J., & Qu, X. (2021) · npj Science of Learning · doi:10.1038/s41539-021-00102-x · Cited by 91 · see citing works
Evaluation of Online Teaching Quality of Basic Education Based on Artificial Intelligence
Li, M., & Su, Y. (2020) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v15i16.15937 · Cited by 85 · see citing works
Mendes, R., Oliveira, T., Castelli, M., & Cruz‐Jesus, F. (2020) · Education and Information Technologies · doi:10.1007/s10639-020-10316-y · Cited by 83 · see citing works
Learner expertise and mathematics different order thinking skills in multimedia learning
Chiu, T. K. F., & Mok, I. A. C. (2017) · Computers & Education · doi:10.1016/j.compedu.2017.01.008 · Cited by 73 · see citing works
Self-citationIs It Beneficial to Use AI Chatbots to Improve Learners’ Speaking Performance?
Kim, H.-S., Kim, N. Y., & Cha, Y. (2021) · The Journal of AsiaTEFL · doi:10.18823/asiatefl.2021.18.1.10.161 · Cited by 70 · see citing works
Crowe, D., LaPierre, M. E., & Kebritchi, M. (2017) · TechTrends · doi:10.1007/s11528-017-0210-4 · Cited by 67 · see citing works
Teaching Evaluation System by use of Machine Learning and Artificial Intelligence Methods
Hu, J. (2021) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v16i05.20299 · Cited by 65 · see citing works
Re/imagining higher education pedagogies: gender, emotion and difference
Burke, P. (2015) · Teaching in Higher Education · doi:10.1080/13562517.2015.1020782 · Cited by 61 · see citing works
Munawar, S., Toor, S. K., Aslam, M., & Hamid, M. (2018) · EURASIA Journal of Mathematics, Science and Technology Education · doi:10.29333/ejmste/85036 · Cited by 54 · see citing works
Chew, E., & Chua, X. N. (2020) · On the Horizon The International Journal of Learning Futures · doi:10.1108/oth-04-2020-0015 · Cited by 46 · see citing works
Yu, J. (2021) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v16i05.20297 · Cited by 41 · see citing works
Special Issue: Generative Models in Artificial Intelligence and Their Applications
Castelli, M., & Manzoni, L. (2022) · Applied Sciences · doi:10.3390/app12094127 · Cited by 39 · see citing works
Guide Teaching System Based on Artificial Intelligence
Luo, D. (2018) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v13i08.9058 · Cited by 33 · see citing works
E-Learning Management System Based on Reality Technology with AI
Hirankerd, K., & Kittisunthonphisarn, N. (2020) · International Journal of Information and Education Technology · doi:10.18178/ijiet.2020.10.4.1373 · Cited by 31 · see citing works
de Andrés-Sánchez, J., & Albesa, J. G. (2023) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2023.2227833 · Cited by 29 · see citing works
An Advanced eLearning Environment Developed for Engineering Learners
Σαμαράκου, Μ., Fylladitakis, E. D., Früh, W., Hatziapostolou, A., & Gelegenis, J. (2015) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v10i3.4484 · Cited by 26 · see citing works
Generating Employable, Intelligent Graduates in a World With Generative AI: Thoughts for Educators
Bowles, D., & Kruger, J. (2023) · Pedagogy in health promotion · doi:10.1177/23733799231175171 · Cited by 19
Liu, J., & Xiaofeng, W. (2019) · International Journal of Information and Education Technology · doi:10.18178/ijiet.2019.9.9.1282 · Cited by 19 · see citing works
Application of Artificial Intelligence in the Cultivation of Art Design Professionals
Sun, Y. (2021) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v16i08.22131 · Cited by 17 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
In search of artificial intelligence (AI) literacy in teacher education: A scoping review
Sperling, K., Stenberg, C.-J., McGrath, C., Åkerfeldt, A., Heintz, F., & Stenliden, L. (2024) · Computers and Education Open · doi:10.1016/j.caeo.2024.100169 · Cited by 498 · see citing works
A Scoping Review on How Generative Artificial Intelligence Transforms Assessment in Higher Education
Xia, Q., Weng, X., Ouyang, F., Lin, T. J., & Chiu, T. K. F. (2024) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-024-00468-z · Cited by 493 · see citing works
Self-citationBengesi, S., El-Sayed, H., Sarker, M. K., Houkpati, Y., Irungu, J., & Oladunni, T. (2023) · IEEE Access · doi:10.1109/access.2024.3397775 · Cited by 286 · see citing works
“Despite numerous recent studies to address the surge of GAI [31], [31], [34], [34], [35], [35], [36], [36], [37], [38], [39], [40], [41], [44], [45], [46], discussing challenges, tasks, and models, there still needs to be more thorough exploration into the theoretical and mathematical foundations…”
BackgroundHigher education students’ perceptions of ChatGPT: A global study of early reactions
Ravšelj, D., Keržič, D., Tomaževič, N., Umek, L., Brezovar, N., A. Iahad, N., Abdulla, A. A., Akopyan, A., Aldana Segura, M. W., AlHumaid, J., et al. (2025) · PLOS ONE · doi:10.1371/journal.pone.0315011 · Cited by 376 · see citing works
Self-citationWill generative AI replace teachers in higher education? A study of teacher and student perceptions
Chan, C. K. Y., & Tsi, L. H. Y. (2024) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2024.101395 · Cited by 387 · see citing works
Chiu, T. K. F. (2024) · Educational technology research and development · doi:10.1007/s11423-024-10366-w · Cited by 235 · see citing works
“ChatGPT provides students with instant, tailored feedback and is very informative (Chiu, 2023, 2024; Javaid et al., 2023).”
BackgroundSelf-citationBatista, J., Mesquita, A., & Carnaz, G. (2024) · Information · doi:10.3390/info15110676 · Cited by 256 · see citing works
Chiu, T. K. F., Ahmad, Z., & Çoban, M. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-13094-z · Cited by 215 · see citing works
“A call has been made to incorporate teacher AI competence into professional development according to Celik (2023), Chiu (2023, 2024), and Sun et al. (2023).”
InfluentialSelf-citationGenerative AI’s Impact on Critical Thinking: Revisiting Bloom’s Taxonomy
Gonsalves, C. (2026) · Journal of Marketing Education · doi:10.1177/02734753241305980 · Cited by 161 · see citing works
“Moreover, Chiu (2024) stresses the importance of enhancing students’ critical thinking skills to harness AI effectively, emphasizing the need for strategies that promote deeper learning in AI-assisted education.”
Kong, S. C., & Yang, Y. P. (2024) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2024.3392830 · Cited by 259 · see citing works
“In recent years, research and practice have increasingly focused on the integration of generative AI in educational settings [4], [7].”
BackgroundInfluentialΝικολοπούλου, Κ. (2024) · International Journal of Changes in Education · doi:10.47852/bonviewijce42022489 · Cited by 208 · see citing works
“Research by Chiu [2] suggests that future higher education should be transformed in order that students and educators are trained in learning and teaching with generative AI, and develop and enhance AI literacy skills.”
BackgroundLi, Y., Zhou, X., & Chiu, T. K. F. (2024) · Interactive Learning Environments · doi:10.1080/10494820.2024.2400090 · Cited by 160 · see citing works
“By creating environments that are safe, comfortable, moral, and ethical, teachers may safeguard their kids (Chiu, 2023, 2024; Kasneci et al., 2023).”
InfluentialSelf-citationHigher Education's Generative Artificial Intelligence Paradox: The Meaning of Chatbot Mania
Rudolph, J., Mohamed Ismail, F. M., & Popenici, S. (2024) · Journal of University Teaching and Learning Practice · doi:10.53761/54fs5e77 · Cited by 128 · see citing works
Kong, S. C., Yang, Y., & Hou, C. (2024) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2024.100328 · Cited by 125 · see citing works
GLAT: The Generative AI Literacy Assessment TestPreprint
Jin, Y.-Q., Martínez-Maldonado, R., Gašević, D., et al. (2024) · Computers and Education: Artificial Intelligence · doi:10.48550/arxiv.2411.00283 · Cited by 120 · see citing works
Knoth, N., Mirsch, M., Laupichler, M. C., Pinski, M., Buchholtz, N. F., Bata, K., & Schultz, B. (2024) · Computers and Education Open · doi:10.1016/j.caeo.2024.100177 · Cited by 135 · see citing works
“…with large language models such as GPT-4 or Google Gemini, as well as emerging reports on harms related to the use and design of AI technologies [40], highlight an even more pressing relevance in the encounter with educational efforts and related assessment tools for AI literacy [33,35].”
Shata, A., & Hartley, K. (2025) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-025-00511-7 · Cited by 127 · see citing works
“Some have argued that the responsibility of preparing students for the future dictates preparation for a “society powered by AI” (Chiu, 2024).”
Weng, X.-J., Xia, Q., Gu, M., Rajaram, K., & Chiu, T. (2024) · Australasian Journal of Educational Technology · doi:10.14742/ajet.9540 · Cited by 115 · see citing works
“Addressing the assessment-related challenges in higher education within the context of GenAI is an urgent research topic (Chiu, 2024) that requires more attention.”
BackgroundInfluentialSelf-citationSallam, M., El‐Sayed, W., Al‐Shorbagy, M. Y., Barakat, M. M., Khatib, S. E., Ghach, W., Alwan, N. H., Hallit, S. R., & Malaeb, D. N. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1414758 · Cited by 135 · see citing works
Ahmed, Z., Shanto, S. S., Rime, M. H. K., Morol, M. K., Fahad, N., Hossen, M. J., & Abdullah-Al-Jubair, M. (2024) · IEEE Access · doi:10.1109/access.2024.3461874 · Cited by 123 · see citing works
“This study [20] investigated student perspectives on generative AI’s impact on higher education through a qualitative approach with 51 students from three research-intensive universities.”
BackgroundNedungadi, P., Tang, K., & Raghu Raman, R. (2024) · Sustainability · doi:10.3390/su16229779 · Cited by 155 · see citing works
Mastering knowledge: the impact of generative AI on student learning outcomes
Pallant, J. L., Blijlevens, J., Campbell, A., & Jopp, R. (2026) · Studies in Higher Education · doi:10.1080/03075079.2025.2487570 · Cited by 94 · see citing works
“…is an increasing emphasis on learning outcomes such as critical reasoning and information literacies, in the changing landscape of higher education (Chiu 2024), with a push for greater understanding in determining the essential higher-level learning outcomes assessed in GenAI contexts (Weng et al.…”
Zaim, M., Arsyad, S., Waluyo, B., Ardi, H., Hafizh, M. A., Zakiyah, M., Syafitri, W., Nusi, A., & Hardiah, M. (2024) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2024.100335 · Cited by 100 · see citing works
Groothuijsen, S., van den Beemt, A., Remmers, J. C., & van Meeuwen, L. W. (2024) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2024.100290 · Cited by 92 · see citing works
Shaping generative AI governance in higher education: Insights from student perception
Barus, O. P., Hidayanto, A. N., Handri, E. Y., Sensuse, D. I., & Yaiprasert, C. (2025) · International Journal of Educational Research Open · doi:10.1016/j.ijedro.2025.100452 · Cited by 93 · see citing works
A Scoping Survey of ChatGPT in Mathematics Education
Pepin, B., Buchholtz, N. F., & Salinas-Hernández, U. (2025) · Digital Experiences in Mathematics Education · doi:10.1007/s40751-025-00172-1 · Cited by 138 · see citing works
“In general, Chiu (2024) claimed that ChatGPT could “provide individualized and interactive educational learning, as well as precise explanations and step-by-step instruction” (p. 4), and it might “offer students rapid and useful guidance while also answering their queries” (p. 4), so that they…”
Salinas-Navarro, D. E., Vilalta-Perdomo, E., Michel-Villarreal, R., & Montesinos, L. (2024) · Interactive Technology and Smart Education · doi:10.1108/itse-12-2023-0236 · Cited by 84 · see citing works
The AI Assessment Scale (AIAS) in action: A pilot implementation of GenAI supported assessment
Furze, L., Perkins, M., Roe, J., & MacVaugh, J. (2024) · Australasian Journal of Educational Technology · doi:10.14742/ajet.9434 · Cited by 92 · see citing works
“Unfortunately, student perspectives have been largely absent from these discussions, despite students holding favourable views on using GenAI in their own learning (Chan & Hu, 2023; Chiu, 2024).”
AI Literacy in K-12 and Higher Education in the Wake of Generative AI: An Integrative Review
Gu, X., & Ericson, B. J. (2025) · ACM Conference on International Computing Education Research (ICER) · doi:10.1145/3702652.3744217 · Cited by 113 · see citing works
“There are numerous studies that introduced technical AI courses to K-12 settings with the stated objective of promoting AI literacy, even though similar courses in college CS major settings are almost never labeled as AI literacy (e.g. [7, 16, 145]).”
A systematic literature review of generative artificial intelligence (GenAI) literacy in schools
Park, J. (2025) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2025.100487 · Cited by 89 · see citing works
Exploring learners’ experiences and perceptions of ChatGPT as a learning tool in higher education
Monib, W. K., Qazi, A., & Mahmud, M. M. (2025) · Education and Information Technologies · doi:10.1007/s10639-024-13065-4 · Cited by 80 · see citing works
“First, the current discussions regarding ChatGPT primarily centered on policy development and assessment (Chiu, 2024 ), and its impact on education (Rejeb et al., 2024 ).”
A scoping review of empirical studies on generative artificial intelligence in language education
Wang, Y., Zhang, T., Yao, L., & Seedhouse, P. (2025) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2025.2509759 · Cited by 106 · see citing works
A Framework for Generative AI-Driven Assessment in Higher Education
Ilieva, G., Yankova, T., Ruseva, M., & Kabaivanov, S. I. (2025) · Information · doi:10.3390/info16060472 · Cited by 105 · see citing works
“Chiu [28] builds on this perspective by emphasising the transformative potential of generative AI while also identifying necessary conditions for its responsible use.”
Acosta-Enriquez, B. G., Várgas, C. G. A. P., Jordan, O. H., Ballesteros, M. A. A., & Morales, A. E. P. (2024) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2024.100320 · Cited by 91 · see citing works
AI Literacy in K-12 and Higher Education in the Wake of Generative AI: An Integrative Review
Gu, X., & Ericson, B. J. (2025) · arXiv · doi:10.48550/arxiv.2503.00079 · Cited by 73
Wang, P., Jing, Y., & Shen, S. (2025) · The Internet and Higher Education · doi:10.1016/j.iheduc.2025.100996 · Cited by 84 · see citing works
An, S., Zhang, S., Guo, T., Lu, S., Zhang, W., & Cai, Z. (2024) · Computers & Education · doi:10.1016/j.compedu.2024.105227 · Cited by 73 · see citing works
Artificial Intelligence for Academic Purposes (AIAP): Integrating AI literacy into an EAP module
Ngo, T. N., & Hastie, D. (2025) · English for Specific Purposes · doi:10.1016/j.esp.2024.09.001 · Cited by 72 · see citing works
“Generative AI has a wide range of applications within HE, and as noted, facilitates foundational academic research and writing practices, such as brainstorming and gathering sources and ideas (Chan & Zhou, 2023; Chiu, 2024; Jisc, 2024).”
InfluentialUniversity policies on generative AI in Asia: promising practices, gaps, and future directions
Dai, Y., Lai, S., Lim, C. P., & Liu, A. (2025) · Journal of Asian Public Policy · doi:10.1080/17516234.2024.2379070 · Cited by 68 · see citing works
“For example, Chiu (2024) found that many universities, though recognizing the importance of AI-related training to students and staff, were still under an early stage of envisioning and planning such curriculum resources.”
Symeou, L., Louca, L. Τ., Kavadella, A., Mackay, J., Danidou, Y., & Raffay, V. I. (2025) · European Journal Of Dental Education · doi:10.1111/eje.13069 · Cited by 82 · see citing works
“…implementation of GenAI in education: training opportunities for both students and faculty are increasingly recognised as essential to ensure effective and responsible integration into academic practises, addressing both technical competencies and ethical considerations [3, 4, 7, 14, 19, 20, 22].”
Zhao, Z., An, Q., & Liu, J. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1619391 · Cited by 72 · see citing works
“Embedding AI into courses (Slimi, 2023) can help students understand its relevance to academic achievements (Chiu, 2024) and future careers (Stutz et al., 2023).”
The AI Motivation Scale (AIMS): a self-determination theory perspective
Li, J., King, R. B., Chai, C. S., Zhai, X., & Lee, V. W. Y. (2025) · Journal of Research on Technology in Education · doi:10.1080/15391523.2025.2478424 · Cited by 59 · see citing works
“AI-related techniques such as computer vision, natural language processing, and machine learning have witnessed a surge in interest and enthusiasm across various industries and academic disciplines (Chiu, 2023a; Chiu et al., 2023a; Crompton et al., 2024).”
InfluentialDeterminants of Student Adoption of Generative AI in Higher Education
Aldreabi, H., Dahdoul, N. K. S., Alhur, M., Alzboun, N., & Alsalhi, N. R. (2025) · The Electronic Journal of e-Learning · doi:10.34190/ejel.23.1.3599 · Cited by 57 · see citing works
“By streamlining the model, educators and developers can gain valuable insights into students' perceptions of GenAI tools, which can enhance their design and implementation in educational settings (Budhathoki et al. , 2024; Chiu, 2024).”
Waluyo, B., & Kusumastuti, S. (2024) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2024.101146 · Cited by 49 · see citing works
Buele, J., & Llerena-Aguirre, L. A. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1603763 · Cited by 64 · see citing works
Coşgun, G. E. (2025) · British Educational Research Journal · doi:10.1002/berj.4177 · Cited by 47 · see citing works
Alshamy, A., Al-Harthi, A. S. A., & Abdullah, S. (2025) · Education Sciences · doi:10.3390/educsci15040501 · Cited by 46 · see citing works
“…enhancing student engagement (Sharma et al., 2024; Atlas, 2023; Su & Yang, 2023b; Sullivan et al., 2023), improving academic performance (Chiu, 2024; Su & Yang, 2023b), supporting both teaching and administrative tasks, and facilitating adaptive and interactive learning environments…”
Andrade-Girón, D., Rodriguez, W. J. M., Sandivar-Rosas, J., Carreño-Cisneros, E., Ramírez, E. T. S., Zúñiga-Rojas, M. G., Ángeles-Morales, J., & Villarreal-Torres, H. (2024) · Iberoamerican Journal of Science Measurement and Communication · doi:10.47909/ijsmc.101 · Cited by 61 · see citing works
“Chiu (2024) states that, in general terms, students find motivation Generative artificial intelligence...”
BackgroundResultDotan, R., Parker, L. S., & Radzilowicz, J. (2024) · The 2024 ACM Conference on Fairness, Accountability, and Transparency · doi:10.1145/3630106.3659023 · Cited by 44 · see citing works
Generative artificial intelligence and sustainable higher education: Mapping the potential
Νικολοπούλου, Κ. (2025) · Journal of Digital Educational Technology · doi:10.30935/jdet/15860 · Cited by 71 · see citing works
“Also, while GAI aids content creation and resource recommendation, it risks reinforcing biases from its training data and lacks context sensitivity (complex topics may be simplified, potentially undermining academic depth) (Chiu, 2024; Crawford et al., 2023; Nikolopoulou, 2024).”
InfluentialWang, C., & Yin, H. (2025) · Computers & Education · doi:10.1016/j.compedu.2025.105250 · Cited by 44 · see citing works
Luo, T., Muljana, P. S., Ren, X., & Young, D. (2024) · Educational Technology Research and Development · doi:10.1007/s11423-024-10437-y · Cited by 44 · see citing works
“The advent of GenAI has already caused significant disruptions on a global scale in various workplace settings, including education, business, and industry, as tools like ChatGPT could make the American workforce experience significant changes in job tasks (Chiu, 2024; Eloundou et al., 2023).”
GenAI-Infused Adult Learning in the Digital Era: A Conceptual Framework for Higher Education
Adarkwah, M. A. (2024) · Adult Learning · doi:10.1177/10451595241271161 · Cited by 54 · see citing works
“For adult learners, aside from the challenge with access, they might not possess the technical capabilities to use the tool ef fi ciently compared to the younger generation (Chiu, 2024; Hsu & Ching, 2023b).”
Generative AI and Gamification for Personalized Learning: Literature Review and Future Challenges
Abbes, F., Bennani, S., & Maalel, A. (2024) · SN Computer Science · doi:10.1007/s42979-024-03491-z · Cited by 53 · see citing works
“• Several studies have failed to take into account pedagogy considerations leading to educational settings which are not entirely comply with best practices or ethical standards [3, 42, 48].”
InfluentialHeilala, V., Araya, R., & Hämäläinen, R. (2025) · ACM Symposium on Applied Computing · doi:10.1145/3672608.3707764 · Cited by 49 · see citing works
Al‐Emran, M., Al-Sharafi, M. A., Foroughi, B., Al-Qaysi, N., Mansoor, D., Beheshti, A., & Ali, N. B. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13485-w · Cited by 48 · see citing works
“When students show a positive attitude toward Generative AI, seeing it as useful, efficient, or enjoyable, they are more likely to incorporate it into their academic routines (Chiu, 2024).”
Pre-service Teacher Perceptions of ChatGPT for Lesson Plan Generation
Kalenda, P. J., Rath, L., Heidt, M. A., & Wright, A. (2024) · Journal of Educational Technology Systems · doi:10.1177/00472395241301388 · Cited by 32 · see citing works
“Conversely, Chiu (2024) found that university students do want to learn how to use generative AI tools in order to improve their future job perspectives, as employers are starting to look for generative AI skills among their applicants (Hajam & Gahir, 2024; Hashmi & Bal, 2024).”
Guerra-Macías, Y., & Tobón, S. (2024) · Heliyon · doi:10.1016/j.heliyon.2024.e41099 · Cited by 40
Jin, Y., Yang, K., Yan, L., Echeverría, V., Zhao, L., Alfredo, R., Milesi, M. E., Fan, J. X., Li, X., Gašević, D., et al. (2025) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/3706468.3706545 · Cited by 40 · see citing works
Zlotnikova, I., Hlomani, H., Mokgetse, T. L., & Bagai, K. (2025) · Journal of Information Communication and Ethics in Society · doi:10.1108/jices-07-2024-0104 · Cited by 61 · see citing works
Sánchez, F. Á. B., & Cruz, J. (2024) · Education Sciences · doi:10.3390/educsci14050484 · Cited by 56 · see citing works
“However, as suggested by [46], students who are knowledgeable about AI and its complexities are better equipped to interact with AI chatbots and understand both their capabilities and risks.”
BackgroundFostering L2 Learners’ Pronunciation and Motivation via Affordances of Artificial Intelligence
Rad, H. S., & Roohani, A. (2024) · Computers in the Schools · doi:10.1080/07380569.2024.2330427 · Cited by 32 · see citing works
“It involves developing intelligent machines that can perform tasks autonomously, adapt to their environment, and exhibit human-like cognitive abilities (Chiu, 2024).”
AcademAI: Investigating AI Usage, Attitudes, and Literacy in Higher Education and Research
Brown, R., Sillence, E., & Branley-Bell, D. (2025) · Journal of Educational Technology Systems · doi:10.1177/00472395251347304 · Cited by 43 · see citing works
“This reinforces recent fi ndings emphasising students ’ calls for transforming higher education to prepare them effectively for future employment in an AI-powered society (Chiu, 2024).”
Ulla, M. B., Advincula, M. J. C., Mombay, C. D. S., Mercullo, H. M., Nacionales, J. P., & Entino-Señorita, A. D. (2024) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2024.100314 · Cited by 45 · see citing works
Capability-based training framework for generative AI in higher education
Burneo, P. S., de Lira, Y. R., Murzi, H., Balula, A., & Costa, A. P. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1594199 · Cited by 41 · see citing works
Qian, L., Cao, W., & Chen, L. (2025) · Scientific Reports · doi:10.1038/s41598-025-89392-4 · Cited by 42 · see citing works
Tu, Y., Chen, J., & Huang, C. (2025) · Frontiers of Digital Education · doi:10.1007/s44366-025-0056-9 · Cited by 53 · see citing works
Xiao, L., Pyng, H. S., Ayub, A. F. M., Zhu, Z., Gao, J., & Qing, Z. (2025) · Sustainability · doi:10.3390/su17083541 · Cited by 39 · see citing works
Fostering AI literacy in pre-service physics teachers: inputs from training and co-variables
Abdulayeva, A., Жанатбекова, Н., Andasbayev, Y. S., & Boribekova, F. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1505420 · Cited by 45 · see citing works
Sallam, M., Al‐Salahat, K., Eid, H., Egger, J., & Puladi, B. (2024) · Advances in Medical Education and Practice · doi:10.2147/amep.s479801 · Cited by 36 · see citing works
Chugh, R., Turnbull, D., Kutty, S., Sabrina, F., Rashid, M. M., Morshed, A., Azad, S., Kaisar, S., & Subramani, S. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13686-3 · Cited by 37 · see citing works
“With increasing calls to transform higher education by integrating GenAI tools to equip students with the skills required for an AI-powered workforce (Chiu, 2024), it is essential to investigate how GenAI tools can be used as a learning assistant in ICT education.”
Xia, Q., Zhang, P., Huang, W., & Chiu, T. K. F. (2025) · Asia Pacific Journal of Education · doi:10.1080/02188791.2025.2530503 · Cited by 31 · see citing works
Self-citationArtificial intelligence as a teaching tool in university education
Marín, Y. R., Caro, O. C., Rubio, Y. D. C. M., Tuesta, J. N. A., Bardales, E. S., Rituay, A. M. C., & Santos, R. C. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1578451 · Cited by 29 · see citing works
Ananin, D. P., Владимирович, К. Р., & Remorenko, I. M. (2025) · Высшее образование в России · doi:10.31992/0869-3617-2025-34-2-31-50 · Cited by 40 · see citing works
Alimardani, A. (2024) · Law, Innovation and Technology · doi:10.1080/17579961.2024.2392932 · Cited by 30
Shata, A. (2025) · Frontiers in Communication · doi:10.3389/fcomm.2025.1614804 · Cited by 26 · see citing works
“While the limited empirical research focuses on uses, benefits, and strategies for effective AI integration in academia (Chiu, 2024; Noviandy et al., 2024), there remains a significant gap in understanding educators’ hesitations and concerns, particularly the underlying reasons for limited GAI…”
Unleashing Creativity in the Metaverse: Generative AI and Multimodal Content
Saddik, A. E., Ahmad, J., Khan, M., Abouzahir, S., & Gueaieb, W. (2025) · ACM Transactions on Multimedia Computing Communications and Applications · doi:10.1145/3713075 · Cited by 32 · see citing works
Technology integration in teacher education: challenges and adaptations in the post-pandemic era
Olayinka, T. A., Waghid, Y., & Wambua, A. (2024) · Discover Education · doi:10.1007/s44217-024-00341-1 · Cited by 25 · see citing works
“Since 2020, there has been a notable increase in technology integration in teacher education programmes [16, 55, 63].”
University Educators Perspectives on ChatGPT: A Technology Acceptance Model-Based Study
Barakat, M. M., Salim, N. A., & Sallam, M. (2025) · Open Praxis · doi:10.55982/openpraxis.17.1.718 · Cited by 45 · see citing works
“On the other hand, generative AI models including ChatGPT can offer several benefits in higher education (Arif et al., 2023; Chiu, 2024; Crompton & Burke, 2023).”
He, G. (2025) · Learning and Motivation · doi:10.1016/j.lmot.2025.102195 · Cited by 36 · see citing works
Generative AI in Pre-Service Science Teacher Education: A Systematic Review
Spasopoulos, T., Sotiropoulos, D. J., & Kalogiannakis, M. (2025) · Advances in Mobile Learning Educational Research · doi:10.25082/amler.2025.02.007 · Cited by 45 · see citing works
Xiao, J., Bozkurt, A., Nichols, M., Pazurek, A., Stracke, C. M., Bai, J. Y. H., Farrow, R., Mulligan, D., Nerantzi, C., Sharma, R. C., et al. (2025) · TechTrends · doi:10.1007/s11528-025-01060-6 · Cited by 46 · see citing works
“These User Perspective User perspectives on the use of GenAI in education warrant further exploration: GenAI discourse is currently dominated by big tech companies and we need more than ever to hear from educators and learners about their perceptions and lived experience (Chiu, 2024).”
Self-citationLee, H., Huang, Y., & Wu, T. (2025) · European Journal of Education · doi:10.1111/ejed.70262 · Cited by 31 · see citing works
Integrating Artificial Intelligence Into Higher Education Assessment
Williams, A. (2025) · Intersection: A Journal at the Intersection of Assessment and Learning · doi:10.61669/001c.131915 · Cited by 25 · see citing works
“Rather, AI offers more diverse and authentic assessment models, a reconfiguration of learning outcomes that embed AI and assessments that promote skills and competencies that are valued by employers (Chiu, 2024; Gorichanaz, 2023; Xia et al., 2024).”
Silvola, A., Kajamaa, A., Merikko, J., & Muukkonen, H. (2025) · British Journal of Educational Technology · doi:10.1111/bjet.13606 · Cited by 24 · see citing works
Dai, K., Liu, Y., & Zhang, X. (2026) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2026.100544 · Cited by 21 · see citing works
Generative AI as a Cognitive Co-Pilot in English Language Learning in Higher Education
Zaim, M., Arsyad, S., Waluyo, B., Ardi, H., Hafizh, M. A., Zakiyah, M., Syafitri, W., Nusi, A., & Hardiah, M. (2025) · Education Sciences · doi:10.3390/educsci15060686 · Cited by 31 · see citing works
“According to Self-Determination Theory (Deci & Ryan, 2008), generative AI programs such as ChatGPT can enhance autonomy in self-directed learning, competence in individualized scaffolding and feedback, and relatedness in virtual conversational interaction (Du & Alm, 2024; Chiu, 2024).”
Sok, S., Heng, K., & Pum, M. (2025) · SAGE Open · doi:10.1177/21582440251353575 · Cited by 22 · see citing works
“AI technologies, for example, can be leveraged to assist in generating instructional materials, producing personalized learning, writing an email to reply to the students’ queries, and creating coding for research (Chiu, 2024; Chiu et al., 2023).”
Li, J., Zhang, J., Chai, C. S., Lee, V. W. Y., Zhai, X., Wang, X., & King, R. B. (2025) · npj Science of Learning · doi:10.1038/s41539-025-00339-w · Cited by 29 · see citing works
“Across the globe, nations are developing strategic plans to empower upcoming generations with the abilities necessary to thrive in the digital era 2,8 .”
Ayanwale, M. A., Ntshangase, S. D., Adelana, O. P., Afolabi, O. W., Adam, U. A., & Olatunbosun, S. O. (2024) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2024.100330 · Cited by 25 · see citing works
“AI gives innovative educational prospects for both learning and teaching objectives (George et al., 2023; Sanusi, Ayanwale, & Chiu, 2024).”
InfluentialMapping the evolution of AI in education: Toward a co-adaptive and human-centered paradigm
Feng, S., Zhang, H., & Gašević, D. (2025) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2025.100513 · Cited by 25 · see citing works
Generative artificial intelligence in fifth-generation education systems: A systematic review
Chakraborty, S. (2026) · Engineering Applications of Artificial Intelligence · doi:10.1016/j.engappai.2026.114463 · Cited by 50 · see citing works
“Future research on the advancement of these literacies and their interrelationships needs to be done [17].”
Guiding principles of generative AI for employability and learning in UK universities
Nartey, E. K. (2024) · Cogent Education · doi:10.1080/2331186x.2024.2357898 · Cited by 45 · see citing works
“Its incorporation into assessment and instructional methods risks diminishing students ’ critical thinking and problem-solving skills (Crompton & Burke, 2023), potentially eroding the value of human expertise in education (Chiu, 2024).”
Abdalla, S. Z. S. (2025) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2025.101310 · Cited by 28 · see citing works
Caccavale, F., Gargalo, C. L., Kager, J., Larsen, S., Gernaey, K. V., & Krühne, U. (2024) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2024.100354 · Cited by 22 · see citing works
Sharma, A., & Rathore, B. (2024) · Journal of Decision Systems · doi:10.1080/12460125.2024.2410030 · Cited by 21 · see citing works
Mindset matters: Fostering teachers’ responsible AI use through professional development
Huynh, L., Le, T. H., Dang, B., An, B. T., Vu, C. T., & Nguyen, A. (2025) · Journal of New Approaches in Educational Research · doi:10.1007/s44322-025-00043-y · Cited by 22 · see citing works
“In particular, most research has examined AI tool applications and teacher perceptions, while only a few studies have addressed teacher PD (Chiu, 2024b; Tan et al., 2025; Zhang et al., 2023).”
Formación Docente en IA Generativa: Impacto Ético y Retos en Educación Superior
López, F., Angulo-Alvarez, M., & Zuñiga, D. I. S. (2025) · Alteridad · doi:10.17163/alt.v20n2.2025.01 · Cited by 24 · see citing works
Understanding Student Attitudes toward GenAI Tools: A Comparative Study of Serbia and Austria
Adžić, S., Tot, T. S., Vuković, V., Radanov, P., & Avakumović, J. (2024) · International Journal of Cognitive Research in Science Engineering and Education · doi:10.23947/2334-8496-2024-12-3-583-611 · Cited by 21 · see citing works
Zhou, J., Shen, L., & Chen, W. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1458551 · Cited by 29 · see citing works
“Specifically, teachers can utilize ChatGPT to achieve personalized learning, create or modify instructional materials, draft emails in response to student inquiries, and engage in interdisciplinary teaching (Chiu, 2024).”
BackgroundInfluential
- Authors
- Chiu, T. K. F.
- Affiliations
- Chinese University of Hong Kong (HK)
- Corresponding author
- Chiu, Thomas K.F.
- ORCID
- Chiu, Thomas K.F.
- Venue
- Computers and Education: Artificial Intelligence
- Publisher
- Elsevier BV
- Published
- 2024-06
- Volume
- 6
- Pages
- 100197
- ISSN
- 2666-920X (ISSN-L)
- OpenAlex
- W4390278281
- Cited by
- 511
- References
- 49
- Citations by year
- 2026: 207 · 2025: 196 · 2024: 108
- FWCI
- 119.97
- Type
- journal article
- Language
- en
- Update notices
- erratum (2024-06-01)
- Open access
- gold
- doi.org
- Licence
- Locations
- Computers and Education Artificial Intelligence (publishedVersion, cc-by-nc-nd)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Physical Sciences › Computer Science › Information Systems › Educational Innovations and Challenges
- Keywords
- generative AI in higher education, student perceptions, AI literacy, AI literacy assessment, interdisciplinary teaching, pedagogy, career readiness, future skills, ChatGPT, research recommendations
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
