The impact of generative AI on higher education learning and teaching: A study of educators’ perspectives
Open accessAbstract
In recent months, Artificial Intelligence (AI) has had, and will continue to have, a dramatic impact on Higher Education (HE). A study conducted by researchers at a leading university in Australia surveyed 30 of their teaching staff, drawn predominantly from their teaching academy, and interviewed eight of them regarding the impact of AI on HE. Data were analyzed using the procedures of Inductive Thematic Analysis and revealed a lack of any homogenous sentiment around AI in HE and much ambiguity regarding best practice regarding recent technological developments. The results indicate concerns exist around concepts relating to academic integrity, however, these concerns may be exaggerated. Almost half of the participants indicated they were using AI within their teaching roles with the most common design change being modifications to assessments. Less than a quarter of staff agreed the university has adequately equipped them for AI, and more than three quarters indicated they would like support. They unanimously assumed the technology will improve. Keeping in mind universities’ obligation to serve students by preparing them for industry, it is vitally important that the HE sector stays informed of developments in AI and commit to ongoing research and discussions regarding best practice in response to AI. However, anything regarding AI and future developments will be extremely difficult to predict.
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Among university teachers, academic integrity and cheating are major concerns.
“Among university teachers, academic integrity and cheating are major concerns (Bozkurt, 2024;Johnston et al., 2024;Lee et al., 2024;Newell et al., 2024;Overono & Ditta, 2025;Perkins et al., 2024;Xia et al., 2024;Yusuf et al., 2024).”
From Toward Partnership Ethics for Generative Artificial Intelligence in Higher Education (2026) · cites this paper as Lee et al., 2024
Academic integrity was a focus, especially for teachers.
“As in other empirical contexts (e.g., Bozkurt, 2024;Johnston et al., 2024;Lee et al., 2024;Newell et al., 2024;Yusuf et al., 2024), academic integrity was a focus, especially for teachers.”
From Toward Partnership Ethics for Generative Artificial Intelligence in Higher Education (2026) · cites this paper as Lee et al., 2024
Research participants' concerns included and extended beyond academic integrity, the topic that dominates much academic research on genAI in higher education.
“Research participants' concerns included and extended beyond academic integrity, the topic that dominates much academic research on genAI in higher education (Bozkurt, 2024;Johnston et al., 2024;Lee et al., 2024;Newell et al., 2024;Overono & Ditta, 2025;Perkins et al., 2024;Xia et al., 2024;Yusuf et al., 2024).”
From Toward Partnership Ethics for Generative Artificial Intelligence in Higher Education (2026) · cites this paper as Lee et al., 2024
Environments with abundant resources more readily establish stable training programs, clear procedural guidelines, and sustainable teaching support, thereby enhancing students' trust in institutional legitimacy and reducing uncertainty-related anxiety.
“Environments with abundant resources more readily establish stable training programs, clear procedural guidelines, and sustainable teaching support, thereby enhancing students’ trust in institutional legitimacy and reducing uncertainty-related anxiety (Lee et al., 2024).”
From Multidimensional responses to generative AI in higher education: an integrative framework linking institutional governance, teaching practice, and student psychological adaptation (2026) · cites this paper as Lee et al., 2024
AI-assisted journaling reduced writing anxiety.
“studies where AI-assisted journaling reduced writing anxiety”
From Enhancing Student Success through AI-Assisted Reflective Learning in Entrepreneurship Education: An Empirical Study (2026) · cites this paper as Lee et al., 2024
Bias in AI outputs and lack of transparency in model decisions compound educators' hesitancy to adopt GenAI.
“Additional concerns such as bias in AI outputs (Lee et al., 2024) and lack of transparency in model decisions (Wang et al., 2024) further compound this hesitancy.”
From Educators’ perceptions of generative AI: Investigating attitudes, barriers and learning needs in higher education (2025) · cites this paper as Lee et al., 2024
Generative AI in education provides an opportunity for educators to reimagine learning despite fears of cheating, academic integrity, and plagiarism.
“Lim et al. (2023) and Lee et al. (2024) note that generative AI in the education sphere provides an incredible opportunity for educators to reimagine what learning looks like, despite the notable fears of cheating, academic integrity, and plagiarism that accompany it.”
From Effects of Generative AI on Engagement and Performance Within Asynchronous Online Courses (2026) · cites this paper as Lee et al. (2024)
Many educators and academic institutions are currently facing challenges in determining how best to incorporate GenAI into teaching without compromising educational values.
“Many educators and academic institutions are currently facing challenges in determining how best to incorporate these tools into their teaching methods without compromising educational values [4].”
From Engineering Educators' Perspectives on the Impact of Generative AI in Higher Education (2025) · cites this paper as [4]
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“For one, there are concerns about the quality of AI feedback when compared with human feedback given that GenAI is prone to making factual errors (Lee et al., 2024).”
Kangwa, D., Msafiri, M. M., & Fute, A. (2025) · Journal of Computer Assisted Learning · doi:10.1111/jcal.70109 · Cited by 22 · see citing works
Kahn, P. E., Carrigan, M., Smith, P. V., Murtagh, L., Liu, R., & Song, F. (2025) · Learning Media and Technology · doi:10.1080/17439884.2025.2575993 · Cited by 23 · see citing works
AI Shaming Among Teacher Education Students
Acut, D. P., Gamusa, E. V., Pernaa, J., Yuenyong, C., Pantaleon, A. T., Espina, R. C., Sim, M. J. C., & Garcia, M. B. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-0122-8.ch005 · Cited by 21 · see citing works
Bamasoud, D. M., Nassr, R. M., & Bilal, S. (2025) · Big Data and Cognitive Computing · doi:10.3390/bdcc9100264 · Cited by 36 · see citing works
“Many instructors felt the university had not given them the necessary tools or policies to confidently manage students’ use of GenAI, leading to uncertainty and hesitancy in both faculty and students [23].”
Farazouli, A., Pargman, T. C., Laksov, K. B., & McGrath, C. (2025) · Studies in Higher Education · doi:10.1080/03075079.2025.2550766 · Cited by 20 · see citing works
“Similar to the findings of this study, GAI’s negative impact on students’ ‘experiential process of learning’ has been previously mentioned as a cause for concern by university teachers (Lee et al. 2024, 7).”
Bilbao, A., & Sagasta, A. A. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1668078 · Cited by 19 · see citing works
Huangfu, J., Li, R., Xu, J., & Pan, Y. (2024) · Sustainability · doi:10.3390/su17010144 · Cited by 19 · see citing works
Abdalla, S. Z. S. (2025) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2025.101310 · Cited by 28 · see citing works
Generative AI-Enhanced Intelligent Tutoring System for Graduate Cybersecurity Programs
Mukherjee, M., Le, J., & Chow, Y.-W. (2025) · Future Internet · doi:10.3390/fi17040154 · Cited by 18 · see citing works
Reconsidering teacher assessment literacy in GenAI-enhanced environments: A scoping review
Cui, Y. H., Meng, Y., & Tang, L. (2025) · Teaching and Teacher Education · doi:10.1016/j.tate.2025.105163 · Cited by 23 · see citing works
Generative Artificial Intelligence (AI) in education: from organizing visions to official guidelines
Nguyen, A., Kishore, S., Hong, Y., Qutab, S., & Dang, B. (2025) · Information Technology and People · doi:10.1108/itp-08-2024-1026 · Cited by 24 · see citing works
The perceived impact of artificial intelligence on academic learning
Dogaru, M., Pisică, O., Popa, C.-Ș., Răgman, A.-A., & Tololoi, I.-R. (2025) · Frontiers in Artificial Intelligence · doi:10.3389/frai.2025.1611183 · Cited by 34 · see citing works
Generative AI in Universities: Practices at UCL and Other Institutions, and the Path Forward
Gupta, V., & Nyamapfene, A. (2025) · Internet Reference Services Quarterly · doi:10.1080/10875301.2025.2453461 · Cited by 17 · see citing works
“Assessments must be redesigned to ensure academic integrity in the era of GenAI (Gruenhagen et al., 2024; Lee et al., 2024).”
InfluentialEngineering Educators' Perspectives on the Impact of Generative AI in Higher Education
Dewan, U., Hingle, A., McDonald, N., & Johri, A. (2025) · 2025 IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon62633.2025.11016518 · Cited by 16 · see citing works
“An important theme across these studies is the experimental nature of educator’s engagements with GenAI, frequently testing its capabilities by observing how it handles their assignments and assessments [3], [4], [14], [28].”
Addressing Academic Dishonesty in Higher Education: A Systematic Review of Generative AI’s Impact
Sharma, R. C., & Panja, S. K. (2025) · Open Praxis · doi:10.55982/openpraxis.17.2.820 · Cited by 30 · see citing works
Milakis, E. D., Argyrakou, C. C., Melidis, A., & Vrettaros, J. (2025) · International Journal of Education and Information Technologies · doi:10.46300/9109.2025.19.11 · Cited by 25 · see citing works
As’ad, M. (2024) · Cureus · doi:10.7759/cureus.69710 · Cited by 16 · see citing works
“The capability of models like GPT-4 to sustain multi-turn dialogs and preserve context over prolonged interactions portends the potential for more intricate tutoring dialogues [21].”
BackgroundAI-generated content in cross-domain applications: Research trends, challenges and propositions
Li, J., Qu, L., Cai, T., Zhao, Z., Haldar, N. A. H., Krishna, A., Kong, X., Macau, F., Chakraborty, T., Deroy, A., et al. (2025) · Knowledge-Based Systems · doi:10.1016/j.knosys.2025.114634 · Cited by 26 · see citing works
“Emerging research suggests that trust can be strengthened by framing AI as a collaborative assistant rather than a replacement for educators, where human teachers retain authority over final judgments [114, 107].”
Pu, I., Ravi, P., Dinh, L. D., Joe, C., Ogoe, C., Li, Z., Breazeal, C., & Ostrowski, A. K. (2025) · ACM International Conference on Interaction Design and Children (IDC) · doi:10.1145/3713043.3727057 · Cited by 14 · see citing works
“…can adapt to individual students’ needs—especially helpful for English as an Additional Language students and students with special needs [65]—enabling more meaningful classroom interactions [60, 68] and boosting student engagement and motivation through interactive, creative activities [48, 77].”
Tres escenarios para la IA en educación: del apoyo responsable a la cocreación
García‐Peñalvo, F. J. (2025) · Education in the Knowledge Society (EKS) · doi:10.14201/eks.32932 · Cited by 16 · see citing works
He, S., & Lu, Y. (2024) · Interactive Learning Environments · doi:10.1080/10494820.2024.2415444 · Cited by 17 · see citing works
“This integration aims to foster an intelligent and personalised educational paradigm (Bozkurt, 2023; Lee et al., 2024); Dwivedi et al., 2023).”
Alamri, J. M. (2025) · Journal of Ecohumanism · doi:10.62754/joe.v4i1.5992 · Cited by 14 · see citing works
Ayanwale, M. A., Adelana, O. P., Bamiro, N. B., Olatunbosun, S. O., Idowu, K. O., & Adewale, K. A. (2025) · F1000Research · doi:10.12688/f1000research.161637.1 · Cited by 15 · see citing works
“Most studies investigating the efficacy of LLMs as automated graders utilize datasets containing student submissions alongside human-assigned scores to evaluate whether LLM-generated assessments align with those of human evaluators (Latif & Zhai, 2024; Lee et al., 2024).”
Qehaja, A. B. (2025) · foresight · doi:10.1108/fs-04-2024-0079 · Cited by 28 · see citing works
Siu, B., & White, J. E. (2025) · British Educational Research Journal · doi:10.1002/berj.4206 · Cited by 13 · see citing works
Šević, N. P., Šević, A., Slijepčević, M., & Krstić, J. (2025) · Online Journal of Communication and Media Technologies · doi:10.30935/ojcmt/17246 · Cited by 20 · see citing works
Biyiri, E. W., Dahanayake, S., Dassanayake, D. M. C., Nayyar, A., Dayangana, K. T. L. U. S., & Jayasinghe, J. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-13269-8 · Cited by 14 · see citing works
“Similarly, Lee et al. (2024) explored the educators’ views and found that although many educators admitted to starting to adapt the assessments due to AI, they reported a lack of organizational support and unclear guidelines.”
Nikolic, S., Quince, Z., Lindqvist, A. L., Neal, P. R., Grundy, S., Lim, M., Tahmasebinia, F., Rios, S., Burridge, J., Petkoff, K., et al. (2025) · STEM Education · doi:10.3934/steme.2025016 · Cited by 21 · see citing works
“Who will be left behind?”: A Swedish case of learning AI in vocational education
Metreveli, A., Chen, X., Hedman, A., & Sergeeva, A. (2025) · International Journal of Educational Research · doi:10.1016/j.ijer.2025.102697 · Cited by 17 · see citing works
Hernández, A. C., Hernández, C. A. H., Torres, A. B. G., & Quezadas, M. M. (2024) · Ciencia Latina Revista Científica Multidisciplinar · doi:10.37811/cl_rcm.v8i4.12456 · Cited by 13 · see citing works
The use of ChatGPT in academia: perspectives of higher education students
Klímová, B., Bachmann, P., & Frutos-Bencze, D. (2025) · Cogent Education · doi:10.1080/2331186x.2025.2508216 · Cited by 23 · see citing works
“According to Lee et al. (2024), the majority of higher education faculty feel they need more training and resources as they are not adequately equipped to incorporate GenAI in their pedagogies.”
Assessing students’ intention to adopt generative artificial intelligence
Bouebdallah, N., & Youssef, W. A. B. (2025) · Journal of Accounting Education · doi:10.1016/j.jaccedu.2025.100984 · Cited by 14 · see citing works
Alfaleh, M., Albasis, H. H., & Mohamed, A. M. A. (2025) · Cogent Education · doi:10.1080/2331186x.2025.2542395 · Cited by 10 · see citing works
“However, the moderate AI correlation still suggests its value as a supplementary tool, particularly when considering studies demonstrating AI ’ s effectiveness in repetitive skill practice (Lee et al., 2024).”
Zhang, C. (., Wang, L. H., & Rice, R. E. (2025) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2025.100385 · Cited by 18 · see citing works
Liu, Z. (2025) · International Journal of Interactive Mobile Technologies (iJIM) · doi:10.3991/ijim.v19i01.51325 · Cited by 15 · see citing works
Воронцова, А., Тарасенко, С., Duranowski, W., Durasiewicz, A., Soss, J., & Біловол, А. (2025) · Problems and Perspectives in Management · doi:10.21511/ppm.23(1).2025.08 · Cited by 12 · see citing works
Lui, R. W. C., Bai, H., Zhang, A. P., & Chu, E. T. H. (2024) · IEEE International Conference on Advances in Electrical Engineering and Computer Applications (AEECA) · doi:10.1109/aeeca62331.2024.00124 · Cited by 9 · see citing works
“They also raised concerns about students' lack of engagement with information due to its convenient accessibility through GenAI [6].”
Acosta-Enriquez, B. G., Pérez, M. D. R., Jordan, O. H., Saucedo, L. C., Caballero, J. E. A. P., Fernández-Altamirano, A. E. F., Yovera, A. J. G., Hernández, R. N. B., & Alarcón-Bustíos, J. M. (2025) · Sustainability · doi:10.3390/su17072834 · Cited by 11 · see citing works
Elizondo-García, M. E., la Cerda, H. H. D., Benavides-García, I. G., Caratozzolo, P., & Membrillo‐Hernández, J. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1417642 · Cited by 9 · see citing works
Mallary, K. J., Moore, E. J., & McClain, A. L. (2025) · New Directions for Adult and Continuing Education · doi:10.1002/ace.70016 · Cited by 10 · see citing works
“For example, an adult learner who struggles with reading comprehension can use GenAI to generate textual summaries or visual explanations of complex texts (Lee et al. 2024).”
InfluentialÖzbay, Ö. (2026) · Osmangazi Journal of Educational Research · doi:10.59409/ojer.1755463 · Cited by 9 · see citing works
Soleimani, S., Farrokhnia, M., van Dijk, A., & Noroozi, O. (2025) · Innovations in Education and Teaching International · doi:10.1080/14703297.2025.2530767 · Cited by 8 · see citing works
“Additional concerns such as bias in AI outputs (Lee et al., 2024) and lack of transparency in model decisions (Wang et al., 2024) further compound this hesitancy.”
Lampropoulos, G., López-Belmonte, J., Pozo-Sánchez, S., & Marín-Marín, J.-A. (2026) · Advances in Computational Intelligence and Robotics · doi:10.4018/979-8-2600-0101-1.ch001 · Cited by 9 · see citing works
Acosta-Enriquez, B. G., Ballesteros, M. A. A., Valle, M. D. L. Á. G., Angaspilco, J. E. M., Blanco-García, L. E., Ventura, G. C., Requejo, J. D. C., & Torre, M. C. (2025) · Human Behavior and Emerging Technologies · doi:10.1155/hbe2/4834893 · Cited by 8 · see citing works
Generative artificial intelligence – transformations in education: prospects and dynamics
Всеволодовна, М. Т. (2025) · Man and Education · doi:10.54884/1815-7041-2025-83-2-142-153 · Cited by 8 · see citing works
Patrick, P., Yip, S. Y., & Campbell, C. (2025) · Higher Education Quarterly · doi:10.1111/hequ.70069 · Cited by 29 · see citing works
Korayim, D., Bodhi, R., Alshaghdali, N. O., Galgotia, A., & Fierro, P. (2025) · Journal of Knowledge Management · doi:10.1108/jkm-03-2025-0365 · Cited by 10 · see citing works
Generative AI in Action: Acceptance and Use Among Higher Education Staff Pre- and Post-training
Møgelvang, A., Cipriani, E., & Grassini, S. (2025) · Technology Knowledge and Learning · doi:10.1007/s10758-025-09915-w · Cited by 17 · see citing works
Editorial: Framing the Future with a Research Agenda for Artificial Intelligence in Higher Education
Fitzgerald, R., Amantha Kumar, J., Roe, J., Roehrer, E., & Yang, J. (2025) · Journal of University Teaching and Learning Practice · doi:10.53761/jwt7ra63 · Cited by 8 · see citing works
Lesh, J. J., & Lancaster, J. R. (2024) · Bulletin of Educational Studies · doi:10.61326/bes.v3i2.288 · Cited by 7 · see citing works
“Sixty percent of educators globally say GAI literacy will be an essential ability for employment soon (Lee et al., 2024).”
Generative AI as a Tool for Personalized STEAM K-12 Education
Bougdira, A., & Murshidi, G. H. A. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3693-7332-3.ch023 · Cited by 7 · see citing works
Ode, E., Nana, R., Boro, I. O., & Ikyanyon, D. N. (2025) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2025.100402 · Cited by 12 · see citing works
A qualitative assessment of the accuracy of AI-LLM in academic research
Bareh, C. K. (2025) · AI and Ethics · doi:10.1007/s43681-025-00730-8 · Cited by 7 · see citing works
Zizka, L. (2025) · Journal of Hospitality & Tourism Education · doi:10.1080/10963758.2025.2496663 · Cited by 12 · see citing works
What Artificial Intelligence Means to Us – Students’ Insights
Pisica, A. I., & ZAHARIA, R. M. (2025) · European Journal of Interdisciplinary Studies · doi:10.24818/ejis.2025.09 · Cited by 7 · see citing works
Prosen, M., & Ličen, S. (2025) · Sustainability · doi:10.3390/su17146546 · Cited by 7 · see citing works
Impacto de la inteligencia artificial generativa en la creatividad de los estudiantes universitarios
Mendoza, G. E. V., Merino, R. D. L. B., Trujillo, S. C. L., & Peña, P. M. (2024) · Technology rain journa · doi:10.55204/trj.v3i1.e33 · Cited by 7 · see citing works
“ChatGPT experimentó una rápida adopción por parte de la población en general y acumuló 100 millones de usuarios en los dos primeros meses de su debut público, lo que la convierte en la aplicación de consumo de más rápido crecimiento de la historia (Lee et al. 2024).”
BackgroundSandu, N., Karim, S., Wangsa, K., & Singh, P. J. (2025) · 2025 34th Annual Conference of the European Association for Education in Electrical and Information Engineering (EAEEIE) · doi:10.1109/eaeeie65428.2025.11136403 · Cited by 6 · see citing works
Machine Learning in Higher Education using RF and SVM for Pedagogical Enhancement
Kunwar, F. B., Srivastava, S., Dhivya, R., Gulati, M., Anand, T., & Raj, D. A. A. (2025) · International Conference on Integrated Circuits and Communication Systems (ICICACS) · doi:10.1109/icicacs65178.2025.10968288 · Cited by 6 · see citing works
“According to[5], mission decisions and improved educational services depend on accurate predictions of students' academic achievement.”
Secondary School Teachers’ Experiences with Generative AI in Maltese Language Teaching
Żammit, J. (2025) · Technology Knowledge and Learning · doi:10.1007/s10758-025-09861-7 · Cited by 14 · see citing works
“AI-driven role-playing scenarios and storytelling are effective pedagogical tools that enable learners to practice language skills in engaging and meaningful contexts (Lee et al., 2024).”
Influential
- Authors
- Lee, D., Arnold, M., Srivastava, A., Plastow, K., Strelan, P., Ploeckl, F., Lekkas, D., & Palmer, E.
- Affiliations
- The University of Adelaide (AU)
- Corresponding author
- Lee, Daniel
- ORCID
- Venue
- Computers and Education: Artificial Intelligence
- Publisher
- Elsevier BV
- Published
- 2024-06
- Volume
- 6
- Pages
- 100221
- ISSN
- 2666-920X (ISSN-L)
- OpenAlex
- W4394934695
- Semantic Scholar
- 1517ab19bd54ff13f1431562c12955cc0e27ab83
- Cited by
- 402
- References
- 46
- Citations by year
- 2026: 195 · 2025: 165 · 2024: 42
- FWCI
- 151.46
- Type
- journal article
- Language
- en
- Open access
- Licence
- Locations
- Computers and Education Artificial Intelligence (publishedVersion, cc-by-nc)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- 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, higher education, teacher perceptions, academic integrity, AI in teaching, assessment design, faculty readiness
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