The Role of Artificial Intelligence in Higher Education: Higher Education Students use of AI in Academic Assignments
Open accessAbstract
The integration of Artificial Intelligence (AI) in higher education has sparked a transformative shift in pedagogical methodologies, student engagement, and academic integrity across the UK and Ireland (Dogru, et.al, 2023). This qualitative study delves into the multifaceted implications of utilising AI in academic assignments from the perspective of higher education students, drawing on semi-structured interviews carried out with higher education students. The findings reveal a variety of perceived benefits, including enhanced study efficiency, personalised learning support (Hanaba et al., 2020; Yang, 2021), and the potential of AI to level the academic playing field for students with diverse needs. However, these advantages are in contrast with students’ perceptions of a wide range of significant concerns and challenges, notably the ethical dilemmas surrounding academic honesty, the potential for student dependency on AI leading to diminished knowledge and skill development, as well as the issue of equity in relation to students’ access to AI resources. Moreover, the study stresses a critical gap in institutional guidance regarding AI use, with students voicing a need for clear, consistent guidance from universities. This paper highlights the complex landscape of AI in academia, advocating for a balanced approach that harnesses AI's potential while addressing ethical, educational, and equity challenges. The study emphasises a need for immediate and more in-depth research into the use of AI in higher education from the perspective of both students and university staff in Ireland/UK.
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The adoption of AI in higher education has accelerated significantly, with a wide range of applications now actively reshaping the educational landscape.
“The adoption of AI in higher education has accelerated significantly, with a wide range of applications now actively reshaping the educational landscape [4,5].”
The shift to widely accessible generative AI necessitates the re-evaluation of multiple educational parameters, from assignment design and assessment strategies to the graduate skills required in a GenAI-informed academic and professional environment.
“This shift necessitates the re-evaluation of multiple educational parameters-from assignment design and assessment strategies to the graduate skills required in a GenAI-informed academic and professional environment [4,6,13,14].”
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- Authors
- O Donnell, F., Porter, M., & Fitzgerald, D. S.
- Affiliations
- Atlantic Technological University (IE)
- Dublin City University (IE)
- Venue
- Irish Journal of Technology Enhanced Learning
- Published
- 2024-11-12
- Volume
- 8
- Issue
- 1
- ISSN
- 2009-972X (ISSN-L)
- OpenAlex
- W4403679203
- Cited by
- 23
- References
- 0
- Citations by year
- 2026: 11 · 2025: 12
- FWCI
- 8.67
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Irish Journal of Technology Enhanced Learning (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Social Sciences › Safety Research › Academic integrity and plagiarism
- Keywords
- artificial intelligence in higher education, student perceptions, academic integrity, AI dependency, personalized learning, learning efficiency, ethical dilemmas of AI, student engagement
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