Will generative AI replace teachers in higher education? A study of teacher and student perceptions
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Chan and Tsi demonstrated that faculty attitudes toward generative AI existed on a continuum from enthusiastic adoption to principled resistance, with the majority situated in cautious ambivalence.
“Chan and Tsi (2024) demonstrated that faculty attitudes toward generative AI existed on a continuum from enthusiastic adoption to principled resistance, with the majority situated in a zone of cautious ambivalence.”
From Adoption and Integration of Artificial Intelligence in Foreign Language Teaching: Multi-Institutional Analysis of Higher Education (2026) · cites this paper as Chan and Tsi (2024)
The integration of AI into language pedagogy remains superficial and inconsistent.
“Despite these technological advancements, a growing body of evidence indicates that the Integration of AI into language pedagogy remains superficial and inconsistent (Chan & Tsi, 2024;Moorhouse et al., 2023).”
From Adoption and Integration of Artificial Intelligence in Foreign Language Teaching: Multi-Institutional Analysis of Higher Education (2026) · cites this paper as Chan & Tsi, 2024
The study's findings challenge the claim that GenAI feedback is an opportunity for liberating teachers from time-consuming tasks and allowing them to concentrate on higher-level responsibilities.
“This directly challenges the claims that GenAI feedback is an opportunity for 'liberating teachers from time-consuming tasks and allowing them to concentrate on higher-level responsibilities' (Chan and Tsi 2024, p.2).”
From Comparing Generative AI and teacher feedback: student perceptions of usefulness and trustworthiness (2026) · cites this paper as Chan and Tsi 2024
Faculty members largely rejected the notion that GenAI will replace human teachers, affirming unique human qualities such as emotional support, creativity nurturing and ethical guidance.
“Faculty members largely rejected the notion that GenAI will replace human teachers, affirming unique human qualities such as emotional support, creativity nurturing and ethical guidance (Chan & Tsi, 2024).”
From An integrated AI literacy framework for higher‑education teachers: a critical review and conceptual synthesis (2026) · cites this paper as Chan & Tsi, 2024
A significant anxiety existed regarding cognitive offloading and epistemic authority.
“The research indicated that a significant anxiety existed regarding cognitive offloading and epistemic authority (Chan & Tsi, 2024;Haroud & Saqri, 2025).”
From An integrated AI literacy framework for higher‑education teachers: a critical review and conceptual synthesis (2026) · cites this paper as Chan & Tsi, 2024
Broader social implications such as equity, access, workforce transformation and societal consequences remained unaddressed in the reviewed literature.
“Finally, broader social implications such as equity, access, workforce transformation and societal consequences remained unaddressed despite reports on individual emotional responses and work-life balance (Chan & Tsi, 2024;Ding et al., 2025).”
From An integrated AI literacy framework for higher‑education teachers: a critical review and conceptual synthesis (2026) · cites this paper as Chan & Tsi, 2024
There were disparate reports on whether AI was perceived as a threat to teacher autonomy because it lacks affective and creative capacities, compared to arguments that AI will not replace human teachers but rather provide time efficiencies for other tasks.
“There were disparate reports on whether AI was perceived as a threat to teacher autonomy because it lacks affective and creative capacities, compared to arguments that AI will not replace human teachers but rather provide time efficiencies for other tasks (Chan & Tsi, 2024;Haroud & Saqri, 2025;Khalil & Alsenaidi, 2024).”
From An integrated AI literacy framework for higher‑education teachers: a critical review and conceptual synthesis (2026) · cites this paper as Chan & Tsi, 2024
AI tools and resources may supplement traditional learning techniques by providing students with additional material and interactive experiences that improve their understanding of complex concepts.
“AI tools and resources, such as virtual tutors, voice assistants [18], text-to-image generation (Stable Diffusion, Dall-e-2, Midjourney), text summarization (summarizer.org),AI video generation platforms (Synthesia or Elai.io),AI-enabled adaptive assessment [48], and smart content, may also supplement traditional learning techniques by providing students with additional material and interactive ex”
From New Era of Artificial Intelligence in Education: Towards a Sustainable Multifaceted Revolution (2023) · cites this paper as [40]
Recent research recommends a balanced approach where universities support educators in leveraging AI's strengths while maintaining unique qualities of human teaching.
“Recent research recommends a balanced approach, emphasizing that universities should support educators in leveraging AI's strengths while maintaining the unique qualities of human teaching, such as fostering critical thinking and social-emotional skills (Chan & Tsi, 2024).”
From Examining faculty and student perceptions of generative AI in university courses (2025) · cites this paper as Chan & Tsi, 2024
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Examining faculty and student perceptions of generative AI in university courses
Kim, J., Klopfer, M., Grohs, J. R., Eldardiry, H., Weichert, J., Cox, L. A., & Pike, D. (2025) · Innovative Higher Education · doi:10.1007/s10755-024-09774-w · Cited by 109 · see citing works
“…recent studies highlight that while generative AI can assist with tasks such as content creation and feedback, human teachers possess irreplaceable qualities like critical thinking, emotional intelligence, and the ability to foster social-emotional competencies in students (Chan & Tsi, 2024).”
InfluentialHaroud, S., & Saqri, N. (2025) · Education Sciences · doi:10.3390/educsci15040396 · Cited by 101 · see citing works
“Similarly, Chan and Tsi (2024) characterize students as “active problem solvers” and “independent learners” (Marshall & Wolanskyj-Spinner, 2020), enabling them to leverage generative AI tools to enhance their autonomy and customize their educational experiences.”
Mohammadkarimi, E. (2023) · Journal of Applied Learning and Teaching · doi:10.37074/jalt.2023.6.2.10 · Cited by 90 · see citing works
“These findings agree with various studies (Chan & Hu, 2023; Chan & Tsi, 2023; Dergaa et al., 2023; Manley, 2023), where the collective concern regarding the prevalence of academic dishonesty was evident.”
BackgroundResultArtificial Intelligence Integration: Pedagogical Strategies and Policies at Leading Universities
Alqahtani, N., & Wafula, Z. (2025) · Innovative Higher Education · doi:10.1007/s10755-024-09749-x · Cited by 84 · see citing works
Chatbots and AI in Education (AIEd) tools: The good, the bad, and the ugly
Ifelebuegu, A. O., Kulume, P., & Cherukut, P. (2023) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2023.6.2.29 · Cited by 97 · see citing works
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“Its features promote engagement and conceptual understanding through digital inter-activity, particularly suited to blended and flipped learning environments [69].”
Buele, J., & Llerena-Aguirre, L. A. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1603763 · Cited by 92 · see citing works
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Rethinking online assessment strategies: Authenticity versus AI chatbot intervention
Ifelebuegu, A. O. (2023) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2023.6.2.2 · Cited by 70 · see citing works
Hu, L., Wang, H., & Xin, Y. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13353-7 · Cited by 77 · see citing works
“(8) Since the application of GAI in education may have some potential risks such as student dependency, suppression of creativity, data privacy, technical instability, and academic misconduct (Abdaljaleel et al., 2024; Chan & Tsi, 2024; Hung & Chen, 2023).”
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
Weber, F., Wambsganss, T., & Söllner, M. (2025) · British Journal of Educational Technology · doi:10.1111/bjet.13529 · Cited by 42 · see citing works
Jia, W., Pan, L., & Neary, S. (2025) · Behavioral Sciences · doi:10.3390/bs15101348 · Cited by 45 · see citing works
“…assess students’ cognitive and behavioural use of GenAI to determine whether they have developed dependency and employ critical thinking and reflective teaching to promote human–machine coordination, thereby addressing ethical issues, privacy protection, and GenAI misuse (Chan & Tsi, 2024).”
Verano-Tacoronte, D., Bolívar-Cruz, A., & Sosa-Cabrera, S. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13585-7 · Cited by 39 · see citing works
“Furthermore, university teachers perceive themselves not only as technically capable of adapting to and mastering new artificial intelligence-based tools, but also as bringing unique human qualities that distinguish them from GAI (Chan & Tsi, 2024).”
Bikanga Ada, M. (2024) · Education Sciences · doi:10.3390/educsci14101106 · Cited by 40 · see citing works
“Human instructors can adjust their explanations based on student feedback, provide real-time clarification, and engage in dialogue, which AI tools cannot replicate effectively [60–63], at least now.”
Generative AI and Educators: Partnering in Using Open Digital Content for Transforming Education
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“However, when using GAI for personalized tutoring, Chan and Tsi (2023) caution that it must be kept in mind that chatbots may lack the needed humanlike interaction and cannot understand and think to provide accurate answers to individual students.”
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“…requires addressing potential challenges and ensuring a balanced approach that combines AI capabilities with human pedagogical expertise (Chan and Tsi, 2023; Chen et al., 2020; Kim et al., 2022; Li et al., 2024, 2025; Nguyen et al., 2023; Ramírez-Montoya et al., 2021; Tatar et al.,…”
Verma, G., Campbell, T., Melville, W., & Park, B. (2023) · Journal of Science Teacher Education · doi:10.1080/1046560x.2023.2263251 · Cited by 39 · see citing works
“They advocate for a blended approach, where AI assists educators in administrative tasks and the delivery of individualized learning, while teachers maintain their irreplaceable role in fostering creativity, empathy, and social skills (Chan & Tsi, 2023).”
BackgroundUniversity students’ perceptions of using generative AI in translation practices
Zhang, W., Li, A. W., & Wu, C. (2025) · Instructional Science · doi:10.1007/s11251-025-09705-y · Cited by 60 · see citing works
“Further, the various versions of translations offered by GenAI could enable students to realize the nuances between different language expressions and gradually develop an awareness of critically evaluating the content generated by GenAI tools, which is supported by Chan and Tsi ( 2023 ).”
Integration of AI with Higher Education Innovation: Reforming Future Educational Directions
Shi, J., & Xuwei, Z. (2023) · International Journal of Science and Research (IJSR) · doi:10.21275/sr231023183401 · Cited by 37 · see citing works
Can generative AI motivate management students? The role of perceived value and information literacy
Jose, E. M. K., Prasanna, A., Kushwaha, B. P., & Das, M. (2024) · The International Journal of Management Education · doi:10.1016/j.ijme.2024.101082 · Cited by 49 · see citing works
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The Roles of Social Perception and AI Anxiety in Individuals’ Attitudes Toward ChatGPT in Education
Wang, C., Li, X., Liang, Z., Sheng, Y., Zhao, Q., & Chen, S. (2024) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2024.2365453 · Cited by 35 · see citing works
“For example, the majority of relevant studies have been carried out using interview meth-ods (Chan & Tsi, 2023; Mohamed, 2024; Shoufan, 2023) and topic modeling methods (Koonchanok et al., 2023; Li et al., 2023; Praveen & Vajrobol, 2023a, 2023b; Tian et al., 2023).”
InfluentialDu, Y., Tang, M., Jia, K., Wang, C., & Zou, B. (2025) · Journal of Computer Assisted Learning · doi:10.1002/jcal.70174 · Cited by 35 · see citing works
Pedagogical and Ethical Implications of Artificial Intelligence in EFL Context: A Review Study
Alghamdy, R. Z. (2023) · English Language Teaching · doi:10.5539/elt.v16n10p87 · Cited by 37 · see citing works
“Human educators wield prerequisite skills in tailoring their instructional approaches to cater to the unique needs of each student, fostering an environment that sparks creativity and stimulates cognitive faculties (Chan & Tsi, 2023).”
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 45 · see citing works
Exploring the Feasibility and Efficacy of ChatGPT3 for Personalized Feedback in Teaching
Naz, I., & Robertson, R. (2024) · The Electronic Journal of e-Learning · doi:10.34190/ejel.22.2.3345 · Cited by 49 · see citing works
Qualitatively different teacher experiences of teaching with generative artificial intelligence
Ellis, R. A., Han, F., & Cook, H. (2025) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-025-00532-2 · Cited by 29 · see citing works
“An interesting outcome of this new aspect of pedagogical practice is that designing GenAI-enabled learning and assessment strategies has sharpened teacher reflections on which education practice is uniquely human, as some processes can be enabled by GenAI while others cannot (Chan & Tsi, 2024).”
Lyanda, J. N., Owidi, S. O., & Simiyu, A. M. (2024) · African Journal of Empirical Research · doi:10.51867/ajernet.5.3.30 · Cited by 33 · see citing works
“Instructors' willingness to adopt new technologies and their ability to effectively integrate AI into their pedagogical practices are critical factors (Chan & Tsi, 2023).”
BackgroundGenerative AI Governance Model in Educational Research
de Pinho, I. G., Costa, A. P., & Pinho, C. S. B. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1594343 · Cited by 33 · see citing works
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Koukaras, C., Koukaras, P., Ioannidis, D., & Stavrinides, S. G. (2025) · Telecom · doi:10.3390/telecom6020021 · Cited by 24 · see citing works
“Higher Education (multi-discipline) [13] Generative AI assistants, AI-assisted teaching and assessment Teachers and human emotional intelligence remain crucial; balanced AI integration creates better engagement.”
Kim, H., Hwang, J., Kim, T.-Y., Choi, M., Lee, D., & Ko, J. (2025) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2025.2531267 · Cited by 28 · see citing works
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“These unique perspectives, narratives of those at the dawn of their academic journey, paint fresh strokes on this canvas (Lea & Street, 1998), adding depth and nuance to the image of AI in academia (Chan & Tsi, 2023).”
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The Informational Role of Artificial Intelligence in higher Education in the New era
Zhang, J., Goyal, S. B., & Rajawat, A. S. (2024) · Procedia Computer Science · doi:10.1016/j.procs.2024.04.096 · Cited by 22 · see citing works
Ai, Y., Hu, Y., & Zhao, W. (2024) · Interactive Learning Environments · doi:10.1080/10494820.2024.2409990 · Cited by 21 · see citing works
“This anxiety can hinder learners ’ ability to effectively engage with the language, impacting their confidence, motivation, and overall proficiency (Chan & Tsi, 2023).”
Wang, C., Chen, Y., Hu, Z., Li, Y., & Gu, X. (2025) · Educational Technology Research and Development · doi:10.1007/s11423-025-10535-5 · Cited by 25 · see citing works
“Indeed, recent frontier studies are already beginning to engage with these concerns (Chan & Tsi, 2024; Zhang & Zhang, 2024).”
Omeh, C. B., Olelewe, C. J., & Hu, X. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-13018-x · Cited by 20 · see citing works
“The application of AI technology has given rise to bias, especially the integration of AI technologies in teaching and learning dating back to the 1970s (Chan & Tsi, 2023; Chan & Zhou, 2023).”
Wu, H., Zeng, Y., Chen, Z., & Liu, F. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13672-9 · Cited by 21 · see citing works
“Since the debut of ChatGPT in 2022, generative artificial intelligence (GenAI) has significantly impacted various industries, including education (Chan & Tsi, 2024 ; Wu et al., 2024b).”
ChatGPT in Brazilian K-12 science education
Monteiro, F. F., Souza, P. V. S., da Silva, M. C., Maia, J. R., da Silva, W. F., & Girardi, D. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1321547 · Cited by 20 · see citing works
Generative AI in Higher Art Education
Chen, X., Liao, Y., & Yu, W. (2024) · International Conference on Computer Science and Technologies in Education (CSTE) · doi:10.1109/cste62025.2024.00032 · Cited by 23 · see citing works
AI in Educational TechnologyPreprint
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Supporting peer learning with artificial intelligence: A systematic literature review
Sichterman, B., Noroozi, O., Boetje, J., van Ginkel, S. O., Khosravi, H., & Versendaal, J. (2025) · Innovations in Education and Teaching International · doi:10.1080/14703297.2025.2530118 · Cited by 26 · see citing works
“This represents a critical gap, especially given that it is argued that characteristics such as gender (Noroozi et al., 2022) and AI-literacy (Chan & Tsi, 2024) could affect learning outcomes.”
Huang, T., & Wu, C. (2025) · Computers and Education Open · doi:10.1016/j.caeo.2025.100275 · Cited by 34 · see citing works
Student Perceptions of the Use of Gen-AI in a Higher Education Program in Spain
Ferrer, J. M. C., López-García, A., & Miralles-Sánchez, P. (2025) · Digital · doi:10.3390/digital5030029 · Cited by 18 · see citing works
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“Various teachers and researchers can benefit from the processing capabilities of generative AI [27]”
BackgroundÜniversitelerde Yapay Zekanın Kullanım Alanları: Potansiyel Yararları ve Olası Zorluklar
Uslu, B. B. (2023) · Eğitimde Kuram ve Uygulama · doi:10.17244/eku.1355304 · Cited by 20 · see citing works
An Overview chatGPT in Higher Education in Indonesia and Malaysia
Arista, A., Shuib, L. M., & Ismail, M. A. (2023) · International Conference on Informatics, Multimedia, Cyber and Information System (ICIMCIS) · doi:10.1109/icimcis60089.2023.10349053 · Cited by 20 · see citing works
“In comparison to traditional classes, classrooms facilitated by AI produced increased amounts of engagement and higher levels of student accomplishment [25].”
ResultFuller, M., & Barnes, N. H. (2024) · New Directions for Higher Education · doi:10.1002/he.20507 · Cited by 23 · see citing works
Babanoğlu, M. P., Karataş, T. Ö., & Dündar, E. (2025) · SAGE Open · doi:10.1177/21582440251341590 · Cited by 27 · see citing works
“…not AI will replace human teachers in the future; some argue that AI is better equipped and can tirelessly assist both learners and educators alike without bias, while others believe that AI lacks emotional intelligence and empathy, which are crucial for the teaching profession (Chan & Tsi, 2023).”
Ethics-Driven Education: Integrating AI Responsibly for Academic Excellence
Ihekweazu, C., Zhou, B., & Adelowo, E. (2024) · Information Systems Education Journal · doi:10.62273/jwxx9525 · Cited by 15 · see citing works
“Chan and Tsi (2023) suggest that educators should focus on using AI to augment, rather than replace, traditional teaching methods.”
Wörner, J. H. R., Turtova, A. P., & Lang, A. S. I. D. (2024) · IEEE SoutheastCon · doi:10.1109/southeastcon52093.2024.10500042 · Cited by 19 · see citing works
“One apprehension is the perceived threat of these tools supplanting teachers, fueling fears of job insecurity [14, 15].”
BackgroundTeachers’ doings in the AI era: From transmission to relation
Nussbaum, M., Bekerman, Z., Archambault, L., Ranieri, M., Yilmaz, R., Wu, J., van Braak, J., Zou, D., & Tsai, C. (2026) · Computers & Education · doi:10.1016/j.compedu.2026.105617 · Cited by 14 · see citing works
Chan, C. K. Y. (2023) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2023.2219422 · Cited by 13 · see citing works
“The growing availability of generative AI also raises concerns in this regard for both students (Chan and Hu 2023) and teachers (Chan and Tsi 2023).”
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Generative AI: A Systematic Review of Related Interfaces and Interactions
Ordoumpozanis, K., Konstantakis, M., Zoi, S., & Caridakis, G. (2025) · Proceedings of the 3rd International Conference of the ACM Greek SIGCHI Chapter · doi:10.1145/3749012.3749052 · Cited by 12 · see citing works
University EFL instructors’ engagement with generative AI: A cross-cultural analysis
Abdelhalim, S. M., Alsahil, A. A., Baek, C., & Warschauer, M. (2025) · System · doi:10.1016/j.system.2025.103861 · Cited by 16 · see citing works
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“When teachers feel empowered by their interactions with GenAI, they are more likely to take risks in their teaching practices, such as deviating from traditional curriculum structures (Chan & Tsi, 2024).”
Jooss, S., Solnet, D., Knight, C., Worsteling, A., Rinta-Kahila, T., & Hansen, A. M. (2025) · Journal of service management · doi:10.1108/josm-12-2024-0535 · Cited by 14 · see citing works
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Integrating Artificial Intelligence for Science Teaching in High School
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AI anxiety and awareness of German teacher candidates
DARANCIK, Y., Kaçar, E., & Sezik, A. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13573-x · Cited by 14 · see citing works
“The research emphasizes that human teachers have unique qualities such as critical thinking, creativity and emotional interaction and therefore cannot be replaced (Chan et al., 2023).”
Dong, X., Wang, Z., & Han, S. (2025) · Informatics · doi:10.3390/informatics12020051 · Cited by 15 · see citing works
Rudolph, J., Tan, S., & Aspland, T. (2023) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2023.6.2.1 · Cited by 13 · see citing works
Chirinos, Á. A. N. (2025) · Ceniiac · doi:10.64923/ceniiac.e0009 · Cited by 10 · see citing works
Rodríguez, A. N. S., Romero, M. E. M. R. M. E. M., Agreda, C. J. R., Saldarriaga, J. G. R., & Saldarriaga, M. A. R. (2024) · LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades · doi:10.56712/latam.v5i2.1933 · Cited by 10 · see citing works
Digital Learning Management using OpenAI ChatGPT: A Systematic Literature Review
Faruq, M. S. S. A., Sunoko, A., Ibda, H., & Wahyudi, K. (2023) · International Journal of Learning Teaching and Educational Research · doi:10.26803/ijlter.22.12.2 · Cited by 9 · see citing works
Investigating Algerian EFL Teachers' Attitudes Towards AI Utilization in Language Education
BENAICHA, B., & Semmoud, A. (2024) · أطراس · doi:10.70091/atras/ai.8 · Cited by 8 · see citing works
“However, these tools cannot replace teacher-learner interactions and collaboration as well as human thoughts and values ( Felix, 2020; Gazaille et al., 2022; N. Kim & M. Kim, 2022; Chan & Tsi, 2023).”
BackgroundMethodInfluentialExamining Attitudes and Perceived Usefulness of AI Integration in Teaching and Learning Processes
Robiños, J. R. O., Binhamza, M. H., Casyao, I. M., Combis, H., Melgar, S. M., Sora, L., & Austria, M. G. (2024) · Journal of interdisciplinary perspectives · doi:10.69569/jip.2024.0591 · Cited by 10 · see citing works
Wei, X. (2025) · Theoretical and Natural Science · doi:10.54254/2753-8818/2025.20110 · Cited by 9 · see citing works
Fan, H., Zhou, C., Yu, H., Wu, X., Gu, J., & Peng, Z. (2025) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3706598.3714111 · Cited by 9 · see citing works
Orfanidis, C. (2025) · Higher Education Quarterly · doi:10.1111/hequ.70051 · Cited by 9 · see citing works
Баггиа, А., Tratnik, A., & Brezavšček, A. (2026) · Quality & Quantity · doi:10.1007/s11135-026-02717-x · Cited by 24 · see citing works
“The most prevalent issues relate to academic integrity, particularly the risk of plagiarism (Cervantes et al. 2024 ; Chan and Tsi 2024) and reliance on AI-generated texts (Chan, 2023).”
InfluentialSoleimani, 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
“This aligns with growing calls for university-wide training programmes that emphasise intelligent pedagogical integration rather than one-off technical tutorials (Chan & Tsi, 2023; Greere, 2023; Healy et al., 2014).”
Bao, R., Chen, J., & Ma, W. (2025) · Education and Information Technologies : Official Journal of the IFIP technical committee on Education · doi:10.1007/s10639-025-13667-6 · Cited by 8 · see citing works
“Thus, the current stage of AI-supported teaching requires deep teacher involvement (Chan & Tsi, 2023).”
Zhao, Z., Li, J., Hong, Y., & Yun, T. Y. (2025) · International Journal for Lesson and Learning Studies · doi:10.1108/ijlls-01-2025-0029 · Cited by 8 · see citing works
STUDENTS’ PERCEPTIONS OF GENERATIVE AI USAGE AND RISKS IN A FINNISH HIGHER EDUCATION INSTITUTION
Suonpää, M., Heikkilä, J., & Dimkar, A. (2024) · INTED proceedings · doi:10.21125/inted.2024.0825 · Cited by 7 · see citing works
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“In Hong Kong, Chan and Tsi (2024) investigated the self-perceptions of 399 university students (including 155 postgraduate students) and 184 teachers across eight higher education institutions, indicating that the majority of participants value and respect their human teachers, and believed GenAI would not replace tea…”
Teachers’ perceptions of value-sensitive AI in education: A case study of AI tutor
Shen, Y., Le, H., Wang, Z., & Wang, Q. (2025) · Teaching and Teacher Education · doi:10.1016/j.tate.2025.105253 · Cited by 10 · see citing works
Navío-Inglés, M., Mora, J. G., O’Connor-Jiménez, P., & González, A. G. (2025) · Education Sciences · doi:10.3390/educsci15111534 · Cited by 9 · see citing works
“…viewing AI as a valuable tool to support the teaching and assessment of writing, pre-service teachers also highlighted its potential to assist educators, which aligns with the idea that AI could help reduce instructors’ workload to allow them to focus on more meaningful issues (Chan & Tsi, 2024).”
Examining Student Teachers’ Agency in an AI-Supported Learning Environment: Q Methodology Research
Chaaban, Y., Jung, S.-G., Medina, J., Azem, J. Y., Salminen, J. O., & Jansen, B. J. J. (2025) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-025-00529-y · Cited by 10 · see citing works
“As they often lack formal training in computer science or machine learning, faculty may struggle to understand how these systems generate their outputs or replicate the biases from their training data (Chan & Tsi, 2024).”
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Navigating the AI Revolution: Implications for Business Education and Pedagogy
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- Authors
- Chan, C. K. Y., & Tsi, L. H. Y.
- Affiliations
- University of Hong Kong (HK)
- Corresponding author
- Chan, Cecilia Ka Yuk
- ORCID
- Chan, Cecilia Ka Yuk
- Venue
- Studies in Educational Evaluation
- Publisher
- Elsevier BV
- Published
- 2024-12
- Volume
- 83
- Pages
- 101395
- ISSN
- 0191-491X (ISSN-L)
- OpenAlex
- W4401988281
- Cited by
- 387
- References
- 79
- Citations by year
- 2026: 152 · 2025: 157 · 2024: 57 · 2023: 21
- FWCI
- 137.61
- Type
- journal article
- Language
- en
- Open access
- green
- arxiv.org
- Licence
- Locations
- Studies In Educational Evaluation (publishedVersion)
- arXiv (Cornell University) (submittedVersion, cc-by-nc-sa)
- The HKU Scholars Hub (University of Hong Kong) (submittedVersion, cc-by-nc-nd)
- arXiv (Cornell University)
- Funders
- University Grants Committee
- 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 › Artificial Intelligence › Educational Technology and Pedagogy
- Keywords
- generative AI, teacher role, human-AI collaboration, AI replacing teachers, student perceptions, teacher perceptions, socioemotional skills, critical thinking, AI literacy, AI ethics, privacy, university teaching, Hong Kong universities
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 ›
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