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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…
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“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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 Effects of Partial vs. Full Cognitive Offloading with Generative AI on Learning Retention (2026) · cites this paper as Chiu, 2024
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GLAT: The Generative AI Literacy Assessment TestPreprint
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“Some have argued that the responsibility of preparing students for the future dictates preparation for a “society powered by AI” (Chiu, 2024).”
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“…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.…”
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“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…”
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“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]).”
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“First, the current discussions regarding ChatGPT primarily centered on policy development and assessment (Chiu, 2024 ), and its impact on education (Rejeb et al., 2024 ).”
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“Chiu [28] builds on this perspective by emphasising the transformative potential of generative AI while also identifying necessary conditions for its responsible use.”
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InfluentialUniversity policies on generative AI in Asia: promising practices, gaps, and future directions
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“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.”
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“…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].”
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“Embedding AI into courses (Slimi, 2023) can help students understand its relevance to academic achievements (Chiu, 2024) and future careers (Stutz et al., 2023).”
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“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).”
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“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).”
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“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).”
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“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).”
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“• 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].”
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“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
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“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).”
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“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.”
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“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
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“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).”
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Capability-based training framework for generative AI in higher education
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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
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 39
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 40
“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 32
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 53
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 43
Alimardani, A. (2024) · Law Innovation and Technology · doi:10.1080/17579961.2024.2392932 · Cited by 38
Shata, A. (2025) · Frontiers in Communication · doi:10.3389/fcomm.2025.1614804 · Cited by 26
“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 33
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
“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 50
“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 42
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 48
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 62
“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
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
“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
Dai, K., Liu, Y., & Zhang, X. (2026) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2026.100544 · Cited by 42
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 36
“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 25
“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 35
“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 30
“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 30
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 65
“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 54
“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 31
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 26
Sharma, A., & Rathore, B. (2024) · Journal of Decision Systems · doi:10.1080/12460125.2024.2410030 · Cited by 21
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
“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
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 23
Zhou, J., Shen, L., & Chen, W. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1458551 · Cited by 29
“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
Metadata
- 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
- Social Sciences › Education › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Social Sciences › Education › Digital Transformation of Higher Education
- Keywords
- generative AI in higher education, student perceptions, AI literacy, AI literacy assessment, interdisciplinary teaching, pedagogy, career readiness, future skills, ChatGPT, research recommendations
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