The DOI matches its Crossref record; 45 of the 46 references it cites were found in a registry or an index.
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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
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?
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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)
In the citing paper
“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]
Citations
Cites
Using thematic analysis in psychology
Braun, V., & Clarke, V. (2006) · Qualitative Research in Psychology · doi:10.1191/1478088706qp063oa · Cited by 194,414
S., N. L. (2017) · doi:10.1177/1609406917733847 · Cited by 14,051
Kung, T. H., Cheatham, M., Medenilla, A., Sillos, C., De Leon, L., Elepaño, C., Madriaga, M., Aggabao, R., Diaz-Candido, G., Maningo, J., et al. (2023) · PLOS Digital Health · doi:10.1371/journal.pdig.0000198 · Cited by 4,115
Artificial hallucinations in ChatGPT: implications in scientific writing
Alkaissi, H., & McFarlane, S. I. (2023) · Cureus · doi:10.7759/cureus.35179 · Cited by 1,540
A Review of Artificial Intelligence (AI) in Education from 2010 to 2020
Zhai, X., Chu, X., Chai, C. S., Jong, M. S. Y., Istenic, A., Spector, M., Liu, J.-B., Yuan, J., & Li, Y. (2021) · Complexity · doi:10.1155/2021/8812542 · Cited by 1,364
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
What ChatGPT and generative AI mean for science
Stokel-Walker, C., & Van Noorden, R. (2023) · Nature · doi:10.1038/d41586-023-00340-6 · Cited by 828
Dergaa, I., Chamari, K., Zmijewski, P., & Ben Saad, H. (2023) · Biology of Sport · doi:10.5114/biolsport.2023.125623 · Cited by 796
A Conversation on Artificial Intelligence, Chatbots, and Plagiarism in Higher Education
King, M. R., & chatGPT (2023) · Cellular and Molecular Bioengineering · doi:10.1007/s12195-022-00754-8 · Cited by 602
ChatGPT Goes to Law SchoolPreprint
Choi, J. H., Hickman, K. E., Monahan, A., & Schwarcz, D. B. (2023) · SSRN Electronic Journal · doi:10.2139/ssrn.4335905 · Cited by 565
Research works printed but not linked: 3
- Nawaz, 2020, Artificial intelligence (AI) applications for library services and resources in COVID-19 pandemic, Journal of Critical Reviews, 7, 1951
- Ryznar, 2023, Exams in the time of ChatGPT, Washington and Lee Law Review Online, 80, 305
- Southern, 2023, Is ChatGPT getting “dumber”? Usage drops as users complain, Search Engine Journal
Cited by
Sorted by citations
ChatGPT: The End of Online Exam Integrity?
Susnjak, T. (2022) · arXiv · doi:10.48550/arxiv.2212.09292 · Cited by 370
“These concerns around negative trends in academic integrity in online exams were already well advanced when ChatGPT was released, and a new and significant compounding factor was introduced [18–21].”
Will 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
ChatGPT: The End of Online Exam Integrity?
Sušnjak, T., & McIntosh, T. R. (2024) · Education Sciences · doi:10.3390/educsci14060656 · Cited by 271
“These concerns around negative trends in academic integrity in online exams were already well advanced when ChatGPT was released, and a new and significant compounding factor was introduced [18–21].”
Zhai, X. (2025) · Journal of Science Education and Technology · doi:10.1007/s10956-024-10174-0 · Cited by 184
“Some researchers use GenAI to automate routine tasks, such as grading or creating instructional materials in science teaching, freeing up time to focus on more complex and creative aspects of teaching (Laak & Aru, 2024; Lee et al., 2023a; Lee et al., 2024a, 2024b; Lee & Zhai, 2023).”
The Use of Generative AI Tools in Higher Education: Ethical and Pedagogical Principles
Nguyen, K. V. (2025) · Journal of Academic Ethics · doi:10.1007/s10805-025-09607-1 · Cited by 163
“Lee et al. (2024) and Montenegro-Rueda et al. (2023) further point out that AI-driven assistance can provide significant benefits for developing writing proficiency.”
Khairullah, S. A., Harris, S., Hadi, H. J., Sandhu, R. A., Ahmad, N., & Alshara, M. A. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1548104 · Cited by 170
AI Literacy in Teacher Education: Empowering Educators Through Critical Co-Discovery
Dilek, M., Baran, E., & Aleman, E. (2025) · Journal of Teacher Education · doi:10.1177/00224871251325083 · Cited by 86
“This sense of obligation suggests that teachers often perceive AI integration as a mandatory requirement (Lee et al., 2024).”
Ethical Challenges Associated with the Use of Artificial Intelligence in University Education
Marín, Y. R., Caro, O. C., Rituay, A. M. C., Llanos, K. A. G., Perez, D. T., Bardales, E. S., Tuesta, J. N. A., & Santos, R. C. (2025) · Journal of Academic Ethics · doi:10.1007/s10805-025-09660-w · Cited by 157
“However, integrating AI into higher education presents ethical challenges (Lee et al., 2024); such as the authorship integrity and an increase in academic misconduct among stu - dents (Duah & McGivern, 2024).”
AlSagri, H. S., & Sohail, S. S. (2024) · Discover Sustainability · doi:10.1007/s43621-024-00682-9 · Cited by 103
Ocen, S., Elasu, J., Aarakit, S. M., & Olupot, C. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1530247 · Cited by 157
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 99
A Systematic Review of AI Ethics in Education
Yan, Y.-Y., Liu, H., & Chau, T. (2025) · Journal of Global Information Management · doi:10.4018/jgim.386381 · Cited by 39
Ursavaş, Ö. F., Yalçın, Y., İslamoğlu, H., Bakır-Yalçın, E., & Cukurova, M. (2025) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-025-00535-z · Cited by 69
“…to using GenAI tools, their use also raises concerns regarding academic integrity, the potential for misuse, and ethical considerations (Almogren et al., 2024; Chawla et al., 2024; Holland & Ciachir, 2024; Koltovskaia et al., 2024; Lee et al., 2024; Perkins, 2023; Rahman & Watanobe, 2023).”
RETRACTED: The impact of generative AI on essay revisions and student engagement
Lo, N., Wong, A., & Chan, S. (2025) · Computers and Education Open · doi:10.1016/j.caeo.2025.100249 · Cited by 85
RetractedMetaverse for Education: Developments, Challenges, and Future Direction
Chamola, V., Peelam, M. S., Mittal, U., Hassija, V., Singh, A., Pareek, R., Mangal, P., Sangwan, D., de Albuquerque, V. H. C., Mahmud, M., et al. (2025) · Computer Applications in Engineering Education · doi:10.1002/cae.70018 · Cited by 87
“Figure 13 shows the impact of generative AI in higher education across various use cases [220].”
Impact of ChatGPT usage on nursing students education: A cross-sectional study
García, A., Bermejo‐Martínez, D., Alonso, A. I. L., Trevissón‐Redondo, B., Martín‐Vázquez, C., & Pérez‐González, S. (2024) · Heliyon · doi:10.1016/j.heliyon.2024.e41559 · Cited by 77
Chan, S. T. S., Lo, N. P. K., & Wong, A. M. H. (2024) · Contemporary Educational Technology · doi:10.30935/cedtech/15607 · Cited by 56
Lund, B., Mannuru, N. R., Teel, Z. A., Lee, T. H., Ortega, N. J., Simmons, S., & Ward, E. (2025) · AI in Education · doi:10.3390/aieduc1010002 · Cited by 64
“…emphasizes, the path forward is not resistance, but regulation—anchored by institutional policies, ethical guidelines, and shared expectations (Batista et al., 2024; Cordero et al., 2025; Kurtz et al., 2024; D. Lee et al., 2024; Perera & Lankathilaka, 2023; H. Wang et al., 2024; Zhang & Xu, 2025).”
A multinational assessment of AI literacy among university students in Germany, the UK, and the US
Hornberger, M., Bewersdorff, A., Schiff, D. S., & Nerdel, C. (2025) · Computers in Human Behavior Artificial Humans · doi:10.1016/j.chbah.2025.100132 · Cited by 73
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 53
Şimşek, A. S., Cengiz, G. Ş. T., & Bal, M. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13591-9 · Cited by 65
“Third, as the use of these tools in educational contexts is still emerging, educators need to explore them (Lee et al., 2024a, 2024b).”
Ghimire, A., & Qiu, Y. (2025) · Nurse Education in Practice · doi:10.1016/j.nepr.2025.104330 · Cited by 52
Ullah, M., Naeem, S. B., & Boulos, M. N. K. (2024) · Big Data and Cognitive Computing · doi:10.3390/bdcc8120194 · Cited by 68
Heilala, V., Araya, R., & Hämäläinen, R. (2025) · ACM Symposium on Applied Computing · doi:10.1145/3672608.3707764 · Cited by 60
Chen, J., Mokmin, N. A. M., & Su, H. (2025) · Innovations in Education and Teaching International · doi:10.1080/14703297.2025.2503857 · Cited by 45
“Higher education institutions also need to assure fair educational chances for all students, and GenAI has been recognised as an effective means to this end (D. Lee et al., 2024).”
Lee, Y. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-13129-5 · Cited by 46
“Lee et al. (2024) surveyed 30 teaching staff and interviewed 8 of them regarding the impact of AI on higher education.”
Chan, S., Lo, N., & Wong, A. (2024) · Cogent Education · doi:10.1080/2331186x.2024.2440182 · Cited by 46
“Some have expressed concerns that AI-generated feedback might not be accurate given that generative AI such as GPT often makes factual errors when completing generative tasks (Lee et al., 2024a).”
RetractedMenéses, E. L., Mellado-Moreno, P. C., Herrerías, C. G., & Piris, N. P. (2025) · Computers · doi:10.3390/computers14020068 · Cited by 52
Coates, H., Croucher, G., & Calderon, A. (2025) · Journal of Academic Ethics · doi:10.1007/s10805-025-09639-7 · Cited by 35
“AI has been around for decades, yet GenAI has been quickly and widely disruptive (Lee et al., 2024; Marwala, 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 54
“Ultimately, it is the university ’ s obligation to prepare their students for the ever-evolving demands of industry, which appear to be currently focused on AI-related skills (Lee et al., 2024).”
Reimagining teacher development in the era of generative AI: A scoping review
Tan, Q. (2025) · Teaching and Teacher Education · doi:10.1016/j.tate.2025.105236 · Cited by 53
Essien, A. E., Salami, A., Ajala, O., Adebisi, B., Shodiya, A., & Essien, G. (2024) · Smart Learning Environments · doi:10.1186/s40561-024-00352-3 · Cited by 48
“These technologies enable the creation of adaptive learning systems that respond to the individual needs of students, providing personalised feedback and support (Abbas et al., 2024; Chan and Zhou, 2023; Lee et al., 2024).”
Sallam, M., Al-Mahzoum, K., Almutairi, Y. M., Alaqeel, O., Abu Salami, A., Almutairi, Z. E., Alsarraf, A. N., & Barakat, M. (2024) · International Medical Education · doi:10.3390/ime3040031 · Cited by 30
Artificial 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
Lelescu, A., Sava, S., Grosseck, G., & Maliţa, L. (2025) · Humanities and Social Sciences Communications · doi:10.1057/s41599-025-06253-1 · Cited by 43
“…et al., 2024; Cambra-Fierro et al., 2024; Chan 2023; Espartinez, 2024; Kamoun et al., 2024; Karkoulian et al., 2024; Kurtz et al., 2024; Lee et al., 2024; Mamo et al., 2024; Ofosu-Ampong, 2024; Wang et al., 2024) Source: Authors ’ compilation. operate differently across institutional…”
Elshall, A. S., & Badir, A. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1596462 · Cited by 28
Chan, S., Lo, N., & Wong, A. (2024) · rEFLections · doi:10.61508/refl.v31i3.277514 · Cited by 29
“Manual scoring was employed due to concerns regarding the limited accuracy of LLMs, including GPT, in reliably grading student writing (Lee et al., 2024b; Misiejuk et al., 2024).”
Will Teacher-AI Collaboration Enhance Teaching Engagement?
Ding, L.-J., Li, J., & Hui, B.-H. (2025) · Behavioral Sciences · doi:10.3390/bs15070866 · Cited by 33
“Teacher-AI collaboration is reflected not only in technical cooperation—such as data analysis and assignment grading assistance—but also in the restructuring of teaching philosophies and professional roles (Lee et al., 2024).”
Wut, T.-M., Ka-man Sum, C., & Shun-mun Wong, H. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13685-4 · Cited by 24
“Adopting digital and AI technologies in teaching and learning requires school support and educators’ engagement (Chiu & Chai, 2020; Chiu et al., 2024; Hur, 2024; Lee et al., 2024).”
Lo, N., Chan, S., & Wong, A. (2025) · SAGE Open · doi:10.1177/21582440251352907 · Cited by 31
“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
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
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
Bamasoud, D. M., Nassr, R. M., & Bilal, S. (2025) · Big Data and Cognitive Computing · doi:10.3390/bdcc9100264 · Cited by 43
“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 27
“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 33
Huangfu, J., Li, R., Xu, J., & Pan, Y. (2024) · Sustainability · doi:10.3390/su17010144 · Cited by 25
Abdalla, S. Z. S. (2025) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2025.101310 · Cited by 31
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 23
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 24
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 27
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 37
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
“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
“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
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 28
As’ad, M. (2024) · Cureus · doi:10.7759/cureus.69710 · Cited by 26
“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 30
“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 22
“…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 17
He, S., & Lu, Y. (2024) · Interactive Learning Environments · doi:10.1080/10494820.2024.2415444 · Cited by 19
“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 16
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
“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 29
Siu, B., & White, J. E. (2025) · British Educational Research Journal · doi:10.1002/berj.4206 · Cited by 15
Šević, N. P., Šević, A., Slijepčević, M., & Krstić, J. (2025) · Online Journal of Communication and Media Technologies · doi:10.30935/ojcmt/17246 · Cited by 24
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 17
“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 24
“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
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
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 25
“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 16
Alfaleh, M., Albasis, H. H., & Mohamed, A. M. A. (2025) · Cogent Education · doi:10.1080/2331186x.2025.2542395 · Cited by 30
“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 21
Liu, Z. (2025) · International Journal of Interactive Mobile Technologies (iJIM) · doi:10.3991/ijim.v19i01.51325 · Cited by 15
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
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 15
“They also raised concerns about students' lack of engagement with information due to its convenient accessibility through GenAI [6].”
Acosta-Enriquez, B. G., Reyes-Pérez, M. D., Jordan, O. H., Carreño-Saucedo, L., Padilla-Caballero, J. E. A., Fernández-Altamirano, A. E. F., Yovera, A. J. G., Briceño-Hernandez, R. N., & Bustíos, J. M. A. (2025) · Sustainability · doi:10.3390/su17072834 · Cited by 12
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 11
Mallary, K. J., Moore, E. J., & McClain, A. L. (2025) · New Directions for Adult and Continuing Education · doi:10.1002/ace.70016 · Cited by 17
“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
Soleimani, S., Farrokhnia, M., van Dijk, A., & Noroozi, O. (2025) · Innovations in Education and Teaching International · doi:10.1080/14703297.2025.2530767 · Cited by 26
“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
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 14
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
Patrick, P., Yip, S. Y., & Campbell, C. (2025) · Higher Education Quarterly · doi:10.1111/hequ.70069 · Cited by 29
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
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 20
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
Lesh, J. J., & Lancaster, J. R. (2024) · Bulletin of Educational Studies · doi:10.61326/bes.v3i2.288 · Cited by 7
“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
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 15
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
Zizka, L. (2025) · Journal of Hospitality & Tourism Education · doi:10.1080/10963758.2025.2496663 · Cited by 12
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 8
Prosen, M., & Ličen, S. (2025) · Sustainability · doi:10.3390/su17146546 · Cited by 8
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 28
“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
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
“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
“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
Metadata
- 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
- 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, higher education, teacher perceptions, academic integrity, AI in teaching, assessment design, faculty readiness
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
