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Will generative AI replace teachers in higher education? A study of teacher and student perceptions
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“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)
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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]
In the citing paper
“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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Students’ voices on generative AI: perceptions, benefits, and challenges in higher education
Chan, C. K. Y., & Hu, W. (2023) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-023-00411-8 · Cited by 2,301
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Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies
Deng, R., Jiang, M., Yu, X., Lu, Y., & Liu, S. (2025) · Computers & Education · doi:10.1016/j.compedu.2024.105224 · Cited by 531
Generative AI in Higher Education: The ChatGPT Effect
Chan, C. K. Y., & Colloton, T. (2024) · Routledge · doi:10.4324/9781003459026 · Cited by 203
Self-citationComparing Generative AI and teacher feedback: student perceptions of usefulness and trustworthiness
Henderson, M., Bearman, M., Chung, J., Fawns, T., Buckingham Shum, S., Matthews, K. E., & de Mello Heredia, J. (2026) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2025.2502582 · Cited by 211
“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).”
Higher Education's Generative Artificial Intelligence Paradox: The Meaning of Chatbot Mania
Rudolph, J., Mohamed Ismail, F. M., & Popenici, S. (2024) · Journal of University Teaching and Learning Practice · doi:10.53761/54fs5e77 · Cited by 189
“Recent developments in GenAI technologies renew these debates, with financial pressures on universities fuelling the discourse (Chan & Tsi, 2023; Devlin, 2023).”
BackgroundRamadan, O. M. E., Alruwaili, M. M., Alruwaili, A. N., Elsehrawy, M. G., & Alanazi, S. (2024) · BMC Nursing · doi:10.1186/s12912-024-02571-y · Cited by 161
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Teachers and AI: Understanding the factors influencing AI integration in K-12 education
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“Additionally, media-driven perceptions that AI may replace human roles contribute to resistance (Chan & Tsi, 2023), often obscuring the ways AI can actually enhance teaching and learning (Luckin et al., 2016).”
Ahmed, Z., Shanto, S. S., Rime, M. H. K., Morol, M. K., Fahad, N., Hossen, M. J., & Abdullah-Al-Jubair, M. (2024) · IEEE Access · doi:10.1109/access.2024.3461874 · Cited by 123
“By automating tasks that traditionally require extensive manual input, such as scheduling, record-keeping, and communication management, AI technologies pave the way for a more streamlined and efficient administrative workflow [18], [59].”
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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
“…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
“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
“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
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“Its features promote engagement and conceptual understanding through digital inter-activity, particularly suited to blended and flipped learning environments [69].”
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“(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
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“…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).”
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“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).”
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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“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.”
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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.,…”
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“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).”
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“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 ).”
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Can generative AI motivate management students? The role of perceived value and information literacy
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“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).”
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“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).”
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“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).”
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“Instructors' willingness to adopt new technologies and their ability to effectively integrate AI into their pedagogical practices are critical factors (Chan & Tsi, 2023).”
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“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.”
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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
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“This anxiety can hinder learners ’ ability to effectively engage with the language, impacting their confidence, motivation, and overall proficiency (Chan & Tsi, 2023).”
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“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 30
“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).”
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“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
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Generative AI in Higher Art Education
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“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.”
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Student Perceptions of the Use of Gen-AI in a Higher Education Program in Spain
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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
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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
“In comparison to traditional classes, classrooms facilitated by AI produced increased amounts of engagement and higher levels of student accomplishment [25].”
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“…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
“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
“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
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“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).”
BackgroundSelf-citationReid, M., French, M. B., Andreopoulos, S., Wong, C., & Kee, N. (2025) · Current Research in Physiology · doi:10.1016/j.crphys.2025.100160 · Cited by 15
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
University EFL instructors’ engagement with generative AI: A cross-cultural analysis
Abdelhalim, S. M., Alsahil, A., Baek, C., & Warschauer, M. (2025) · System · doi:10.1016/j.system.2025.103861 · Cited by 18
Pande, S., Moon, J. S., & Haque, M. F. (2024) · Bangladesh Journal of Multidisciplinary Scientific Research · doi:10.46281/bjmsr.v9i1.2186 · Cited by 19
Segal, R., & Klemer, A. (2025) · International Journal of Mathematical Education in Science and Technology · doi:10.1080/0020739x.2025.2551363 · Cited by 14
“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 15
Gidiotis, I. (2026) · Futures · doi:10.1016/j.futures.2026.103762 · Cited by 13
Integrating Artificial Intelligence for Science Teaching in High School
Kotsis, K. Τ. (2025) · LatIA · doi:10.62486/latia202589 · Cited by 11
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
“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
Rudolph, J., Tan, S., & Aspland, T. (2023) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2023.6.2.1 · Cited by 13
Chirinos, Á. A. N. (2025) · Ceniiac · doi:10.64923/ceniiac.e0009 · Cited by 10
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
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 16
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
“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
Wei, X. (2025) · Theoretical and Natural Science · doi:10.54254/2753-8818/2025.20110 · Cited by 12
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
Orfanidis, C. (2025) · Higher Education Quarterly · doi:10.1111/hequ.70051 · Cited by 9
Баггиа, А., Tratnik, A., & Brezavšček, A. (2026) · Quality & Quantity · doi:10.1007/s11135-026-02717-x · Cited by 26
“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 26
“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
“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 10
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 10
Isop, W. (2025) · Frontiers Artif. Intell. · doi:10.3389/frai.2024.1377938 · Cited by 8
Huang, Y., Li, S., & Liu, Z. (2025) · Studies in Higher Education · doi:10.1080/03075079.2025.2495710 · Cited by 9
“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
Navío-Inglés, M., Mora, J. G., O’Connor-Jiménez, P., & González, A. G. (2025) · Education Sciences · doi:10.3390/educsci15111534 · Cited by 11
“…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
“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).”
Kang, K. Y., & Park, J.-H. (2026) · Journal of Librarianship and Information Science · doi:10.1177/09610006261425235 · Cited by 7
Metadata
- 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
- 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
- Social Sciences › Education › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Social Sciences › Education › 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
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