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Will generative AI replace teachers in higher education? A study of teacher and student perceptions
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In the citing paper
“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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“…(Yehia 2025), the problem of control (Coeckelbergh 2020, 14), the privacy, security, and prejudice in AI-managed dataset (Mantelero 2022), the illusions and fake data provided by generative AI (Adjaoute 2023), and teachers’ being replaced by AI (Chan and Tsi 2024; Zawacki-Richter et al. 2019).”
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“The independent acquisition of new knowledge is a bur-densome task and when conducted with GenAI it seems to lack human instructors’ practical and emotional support that would make it successful [21].”
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“En este marco, el estudiantado reconoce prerrogativas irremplazables del docente: pensamiento crítico, creatividad y soporte socioemocional (Chan & Tsi, 2024; Tierney et al., 2024; Viberg et al., 2024), y le va dando forma al docente que convierte a la IA en su colaboradora (Marrone et al., 2025).”
Generative AI Teaching Assistants Reshaping Teacher Knowledge Workflows
He, B., & Zhou, D. (2026) · International Journal of Web-Based Learning and Teaching Technologies · doi:10.4018/ijwltt.401984
Tensions and risks in the platformization of public schools in the state of Paraná, Brazil
Sagrado, A. L., & Fernández, C. G. (2025) · International Conference on Education Technology and Computer · doi:10.1109/icetc66579.2025.11387195
“From a critical perspective, AI will could not replace teachers, especially in terms of having irreplaceable human competences such as critical thinking, creativity and empathy [3], [8], [9].”
When We Have to Use AI: Exploring AI-Supported Assessment Tools in Tertiary Education
Li, S., & Perry, J. (2026) · Springer eBooks · doi:10.1007/978-981-95-1875-3_19
Understanding Pre-Service Teacher Dialogues with ChatGPT for Learning Support
Humairoh, A. N. A., & Ubaidah, U. (2025) · International Conference on ICT for Smart Society (ICISS) · doi:10.1109/iciss66954.2025.11389374
“However, limitations in GenAI’s ability to convey empathy, exercise critical judgment, or interpret context underscore the irreplaceable role of teachers in mediating AI use in the classroom [4], [5].”
Chu, R., Foong, L. M., & Lim, S. C. J. (2025) · IEEE International Conference on Engineering Education (ICEED) · doi:10.1109/iceed66794.2025.11400197
Empowering Educators Through Large Language Models: A Systematic Review
Jalgaonkar, Z., Gaikwad, H. R., & Laddha, M. D. (2025) · OITS International Conference on Information Technology (OCIT) · doi:10.1109/ocit66168.2025.11400143
“However, teachers are irreplaceable in their ability to inspire, connect, and guide students in ways that technology alone cannot achieve [5].”
(2025) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-83753-434-020251013
AI-Powered Virtual Teachers and Their Role in Developing Critical Thinking Skills
Aksin, A. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-2637-5.ch008
Turner, J., Vanderschantz, N., Bowen, J., König, J. L., & Cariño, H. K. (2026) · ACM/IEEE International Conference on Human-Robot Interaction (HRI) · doi:10.1145/3776734.3794527
Soni, K. (2026) · Journal on Innovations in Teaching and Learning · doi:10.46632/jitl/5/1/8
Adelhardt, Z., & Eberle, T. (2026) · Lecture notes on data engineering and communications technologies · doi:10.1007/978-981-95-4423-3_39
Giray, L., Carreon, R. E., & Aragon, J. J. (2025) · International Conference on Artificial Intelligence and Teacher Education (ICAITE) · doi:10.1109/icaite68636.2025.11442543
Carreon, R. E., & Espiritu, J. D. (2025) · International Conference on Artificial Intelligence and Teacher Education (ICAITE) · doi:10.1109/icaite68636.2025.11442458
Bulusan, F. (2026) · Discover Artificial Intelligence · doi:10.1007/s44163-026-01124-3
“This finding aligns with a growing body of literature that acknowledges the anxieties associated with integrating AI into education [8, 12, 47, 52, 56].”
InfluentialAI in Media Education and the Training of Media Professionals
Jupowicz-Ginalska, A., & Kinal, M. (2026) · Future of business and finance · doi:10.1007/978-3-032-07605-2_20
Reframing Teaching in the Age of AI
Du, H. A., Chee, K. J., & Kim, S. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-7462-8.ch005
Seeing the future: Pre-Service teachers’ ideal and actual perceptions of AI in teaching and learning
Khalid, S., Tadesse, E., & Huang, X. (2026) · Teaching and Teacher Education · doi:10.1016/j.tate.2026.105539
AI-Personalised Learning and Micro-Credentials
Abukhalaf, S. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-7600-4.ch012
AI Integration into Higher Education Curricula: A Multiple-Case Study of Key Universities in Vietnam
Hương, L. P. H. (2026) · Studies in computational intelligence · doi:10.1007/978-3-032-18392-7_2
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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