Generative Artificial Intelligence (AI) in Higher Education: A Comprehensive Review of Challenges, Opportunities, and Implications
Open accessAbstract
This paper explores recent advancements and implications of artificial intelligence (AI) technology, with a specific focus on Large Language Models (LLMs) like ChatGPT 3.5, within the realm of higher education. Through a review of the academic literature, this paper highlights the unprecedented growth of these models and their wide-reaching impact across various sectors. The discussion sheds light on the complex issues and potential benefits presented by LLMs, providing a overview of the field's current state. In the context of higher education, the paper explores the challenges and opportunities posed by LLMs. These include issues related to educational assessment, potential threats to academic integrity, privacy concerns, the propagation of misinformation, EDI aspects, copyright concerns and inherent biases within the models. While these challenges are multifaceted and significant, the paper emphasizes the availability of strategies to address them effectively and facilitate the successful adoption of LLMs in educational settings. Furthermore, the paper recognises the potential opportunities to transform higher education. It emphasises the need to update assessment policies, develop guidelines for staff and students, scaffold AI skills development, and find ways to leverage technology in the classroom. By proactively pursuing these steps, higher education institutions (HEIs) can harness the full potential of LLMs while managing their adoption responsibly. In conclusion, the paper urges HEIs to allocate resources to handle the adoption of LLMs effectively. This includes ensuring staff AI readiness and taking steps to modify their study programmes to align with the evolving educational landscape influenced by emerging technologies.
AI snapshot
Written from the paper’s full text.
TL;DR
This review synthesizes literature on generative AI and large language models, especially ChatGPT 3.5, in higher education, outlining challenges around academic integrity, assessment, copyright, EDI, privacy, and misinformation alongside opportunities for AI literacy and transformed teaching. It argues that higher education institutions should update assessment and misconduct policies, support staff AI readiness, and allocate resources to adopt LLMs responsibly.
Key findings
- ChatGPT’s adoption was unprecedented: it reached an estimated 100 million monthly active users two months after launch, and a January 2023 survey of over 1,000 university students found more than one-third used ChatGPT for assessments, with 75% of those believing it was cheating but still using it.
- Academic integrity is threatened because AI-generated text is often undetectable; detection tools perform only marginally better than a random classifier, are prone to false positives and false negatives, and can be biased against non-native English writers.
- Copyright, privacy, and misinformation concerns are prominent: GPT-2 was trained on 40 GB of text and GPT-3 on 570 GB, while GPT-4’s dataset size is undisclosed; lawsuits have been filed against OpenAI and Google; Italy restricted ChatGPT in 2023; and LLMs can hallucinate or fabricate references.
- Opportunities include using chatbots to support disadvantaged students, non-native English speakers, and neurodivergent students; embedding AI literacy, prompt engineering, and generative AI use cases into curricula; and providing personalised learning and immediate feedback.
Methods
- Comprehensive narrative review of academic literature focused on LLMs such as ChatGPT 3.5 in higher education.
- Synthesizes sources across themes including academic integrity, assessment design, available solutions, copyright, EDI, information privacy, misinformation, and opportunities.
- No primary data collection or systematic search protocol is reported; the author used ChatGPT 3.5 and Claude 2 for proofreading and ChatGPT 3.5 API with AgentGPT to search for relevant publications, news stories, and themes.
Limitations
- The paper does not state explicit limitations.
- Evident from the text: it is a narrative review without a systematic search or inclusion criteria, relying on secondary literature, news, and preprints in a fast-moving technological field.
- Evident from the text: it notes limited actual evidence of mass-scale cheating at the time of writing, and the author used generative AI tools in manuscript preparation.
Model-written summary. Check it against the paper before relying on it.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
0 of 74 cited sources checked · 0 supported · 0 flagged
- Interpretationnone given
At the point of writing, there is limited actual evidence of mass-scale cheating taking place using ChatGPT.
“While ChatGPT can undeniably be used for academic cheating, at the point of writing, there is limited actual evidence of a mass-scale cheating taking place.”
Quote in the paperNot a substantial claim - Interpretationcitation
Increasing reliance on ChatGPT amplifies concerns about academic honesty and plagiarism risk.
“Increasing reliance on this tool amplifies concerns about academic honesty and plagiarism risk (Stokel-Walker, 2022).”
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- Premisecitation
The detection tool is also bypassed by changing prompting strategy.
“The same study finds that the detection tool is also bypassed by changing prompting strategy.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Liang et al., 2023
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- Premisecitation
AI detection performance is only marginally better than a random classifier.
“leading to a performance that is only marginally better than a random classifier (Sadasivan et al., 2023)”
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- Premisecitation
As ChatGPT is trained using a large amount of text data such as books, articles, and other written materials, some of the training data may be copyrighted.
“As ChatGPT is trained using a large amount of text data, such as books, articles, and other written materials, some of the training data may be copyrighted (Karim, 2023).”
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- Premisecitation
Prominent topics in the top 100 English TikTok videos related to ChatGPT were essay writing, coding, and evasion techniques.
“Prominent topics were essay writing, coding, and evasion techniques.”
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Existing AI detection tools are prone to false positives and false negatives due to variable human writing styles.
“Moreover, the existing AI detection tools are prone to false positives and false negatives due to variable human writing styles (Dalalah and Dalalah, 2023).”
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- Premisecitation
Even with credible AI detection tools and watermarking of AI-generated output, students may edit AI-generated outputs or use other tools to make the results less identifiable as machine-generated.
“Even if some potentially feasible solutions such as credible AI detection tools and watermarking of AI-generated output, students may also opt to edit the AI-generated outputs or use other tools to make the results less identifiable as machine-generated (Lancaster, 2023).”
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There are reports of bias against non-native English writers due to the design of the detection tool which looks for low perplexity writing as a marker for AI-generated text, and it penalises non-native speakers with limited linguistic impressions.
“Finally, there are reports of bias against non-native English writers due to the design of the detection tool which looks for low perplexity writing as a marker for AI-generated text, and it penalises non-native speakers with limited linguistic impressions (Liang et al., 2023).”
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A January 2023 survey of over a thousand university students found that more than one-third were using ChatGPT for their assessments.
“A survey in January 2023 with over a thousand university students revealed that more than one-third were using ChatGPT for their assessments.”
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Among students using ChatGPT for assessments, 75% believed it was cheating but still used it.
“Among these, 75% believed it was cheating but still used it (Intelligent, 2023).”
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Haensch et al. analysed the top 100 English TikTok videos related to ChatGPT, totalling 250 million views.
“Haensch et al. (2023) analysed the top 100 English TikTok videos related to ChatGPT, totalling 250 million views.”
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- Premisecitation
Studies show even expert scientists can struggle to distinguish between AI-generated abstracts and those by humans.
“ChatGPT is known for its human-like writing, with studies showing even expert scientists can struggle to distinguish between its AI-generated abstracts and those by humans (Else, 2023).”
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Tlili et al. found an overwhelmingly positive Twitter sentiment about ChatGPT's educational use.
“Tlili et al. (2023) found an overwhelmingly positive Twitter sentiment about ChatGPT's educational use.”
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- Interpretationcitation
OpenAI's training using publicly accessible content, licensed content, and content reviewed by humans falls short of the standards set by the GDPR, which gives individuals as data subjects certain rights, including the right to be informed about the collection and use of their data, as well as the right to have their data removed from systems, regardless of whether it was initially public.
“However, this falls short of the standards set by the GDPR which gives individuals as 'data subjects' certain rights, including the right to be informed about the collection and use of their data, as well as the right to have their data removed from systems, regardless of whether it was initially public (Heikkilä, 2023).”
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- Premisecitation
Little is known about teachers' knowledge and skills to integrate AI-based tools.
“However, little is known about teachers' knowledge and skills to integrate AI-based tools (Celik, 2023).”
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- Premisereasoning
One of the main concerns related to ChatGPT and other LLMs is the risk of violating intellectual property rights.
“One of the main concerns related to ChatGPT and other LLMs is the risk of violating intellectual property rights.”
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There is concern that generative AI might inadvertently propagate misinformation.
“There is concern that generative AI might inadvertently propagate misinformation.”
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Generative AI can fabricate convincing titles and authors that do not exist when asked for a literature reference.
“This is particularly true when asking for a literature reference as generative AI can fabricate convincing titles and authors that do not exist (Burger et al., 2023).”
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- Premisereasoning
Chatbots can promote inclusivity for disadvantaged students and those with diverse backgrounds or disabilities.
“Chatbots can promote inclusivity for disadvantaged students and those with diverse backgrounds or disabilities.”
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ChatGPT is a versatile tool that can produce more than just text.
“ChatGPT is a versatile tool that can produce more than just text.”
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Users may fall into the trap of blindly trusting the content generated by ChatGPT.
“Users may fall into the trap of blindly trusting the content generated by ChatGPT (Wu et al., 2023).”
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AI-powered tools can assist students in problem solving.
“From the student perspective, AIpowered tools can assist in problem solving (Rudolph et al., 2023)”
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- Premisecitation
LLMs are prone to hallucinations, a phenomenon where the AI model generates inaccurate or outright false information.
“In fact, LLMs are prone to hallucinations, a phenomenon where the AI model generates inaccurate or outright false information.”
Quote in the paperSubstantial claim - Interpretationnone given
Generative AI may provide personalised learning opportunities, developing educational materials and content customised to a student's individual interests, abilities, and learning objectives.
“Finally, generative AI may provide personalised learning opportunities, for instance, it may develop educational materials and content that are customised to a student's individual interests, abilities, and learning objectives.”
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Another obstacle to adopting ChatGPT lies in concerns over privacy and security.
“Another obstacle to adopting ChatGPT lies in concerns over privacy and security.”
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Hallucinations from LLMs can mislead and potentially harm users seeking personal advice.
“Hallucinations from LLMs can mislead and potentially harm users seeking personal advice (Khowaja et al., 2023).”
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- Interpretationreasoning
ChatGPT offers opportunities to enhance academic success for diverse student groups.
“ChatGPT offers opportunities to enhance academic success for diverse student groups.”
Quote in the paperSubstantial claim - Premisecitation
Concerns arise from how ChatGPT uses the information from its interactions.
“Concerns also arise from how ChatGPT uses the information from its interactions (Azaria, et al., 2023).”
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AI-powered tools can help foster the creative process.
“and help to foster the creative process (McMurtie, 2023).”
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In 2023, Italy restricted ChatGPT access due to privacy and age-verification issues.
“In 2023, Italy restricted ChatGPT access due to privacy and ageverification issues.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites McCallum, 2023
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- Interpretationcitation
The Bloomberg model shows the possibility of data providers developing LLMs using their own data, thereby effectively tackling copyright-related concerns.
“While this model is likely to be only available to subscribing HEIs, it shows the possibility of data providers developing LLMs using their own data, thereby effectively tackling copyright-related concerns.”
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- Interpretationreasoning
This risk implies that even well-intentioned users might unknowingly spread fake news.
“This risk implies that even well-intentioned users might unknowingly spread fake news.”
Quote in the paperSubstantial claim - Premisecitation
A way was found to circumvent the guardrails of nearly all open-source LLMs, which are designed to prevent harmful outputs.
“Yet,Zou et al. (2023) found a way to circumvent the guardrails of nearly all open-source LLMs, which are designed to prevent harmful outputs.”
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LLMs intensify the same biases that frequently mislead humans, including availability, selection, and confirmation biases.
“and even intensifies the same biases that frequently mislead humans, including availability, selection, and confirmation biases(van Dis et al., 2023).”
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Interpretationnone givenGenerative AI and LLMs in higher education present challenges related to educational assessment, academic integrity, privacy, misinformation, EDI, copyright, and inherent biases.
“In the context of higher education, the paper explores the challenges and opportunities posed by LLMs.These include issues related to educational assessment, potential threats to academic integrity, privacy concerns, the propagation of misinformation, Equity, Diversity, and Inclusion (EDI) aspects, copyright concerns and inherent biases within the models.”
Quote in the paperSubstantial claim- Rests on an assumption: The academic literature reviewed provides a comprehensive and representative account of the current state of generative AI in higher education.
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Interpretationnone givenStrategies are available to address the challenges posed by LLMs and facilitate their successful adoption in educational settings.
“While these challenges are multifaceted and significant, the paper emphasises the availability of strategies to address them effectively and facilitate the successful adoption of LLMs in educational settings.”
Quote in the paperSubstantial claim- Rests on an assumption: The academic literature reviewed provides a comprehensive and representative account of the current state of generative AI in higher education.
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PremisecitationTechnology companies are in talks with leading media organisations about using their news content for AI training.
“It has been reported that technology companies are in talks with leading media organisations about using their news content for AI training (Criddle et al., 2023).”
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PremisecitationChatGPT reached an estimated 100 million monthly active users in just two months after its launch.
“The app has become the fastest-growing online application in history, reaching an estimated 100 million monthly active users in just two months after its launch (Reuters, 2023).”
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PremisecitationChatGPT can be fine-tuned for specific tasks or domains, increasing its versatility across various industries and applications.
“Furthermore, ChatGPT can be fine-tuned for specific tasks or domains, increasing its versatility across various industries and applications (Ray, 2023).”
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PremisecitationThe size of the data set used for OpenAI's most recent model, GPT-4, has not been disclosed.
“The size of the data set used for OpenAI's most recent model, GPT-4, has not been disclosed (Heikkilä, 2023).”
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PremisecitationBloomberg is developing a new generative AI model, trained on an extensive variety of financial data owed by the company.
“Finally, Bloomberg, the information provider for financial services that is also used by over 300 universities worldwide (Bloomberg, 2023a), is developing a new generative AI model, trained on an extensive variety of financial data owed by the company (Bloomberg, 2023b).”
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Premisenone givenCopyrights differ between jurisdictions.
“Further, it is important that copyrights differ between jurisdictions.”
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Premisenone givenIn AI development, the prevailing belief is that the larger the training data set, the better the results.
“In the realm of AI development, the prevailing belief is that the larger the training data set, the better the results.”
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PremisecitationTraditional plagiarism-detection tools are rendered ineffective because AI is becoming increasingly proficient at imitating human-like text and AI-generated text is deemed original and thus undetectable.
“Traditional plagiarism-detection tools are rendered ineffective in this context, as AI is becoming increasingly proficient at imitating human-like text and AI-generated text is deemed original and thus undetectable (Dwivedi et al., 2023.)”
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PremisecitationCurrent generative AI platforms have limitations such as inability to interpret visual media or understand up-to-date information beyond their training data.
“Gonsalves (2023) suggests that educators using multiple choice test for assessment may consider outsmarting the system by taking advantage of the current limitations of generative AI platforms, such as their inability to interpret visual media or understand up-to-date information beyond its training data.”
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InterpretationcitationGiven TikTok's 3.7 million active UK users, with 26% aged 18-24, the potential for covert cheating is significant.
“Given TikTok's 3.7 million active UK users, with 26% aged 18-24 (Bendix, 2023), the potential for covert cheating is significant.”
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PremisecitationChatGPT is capable of generating human-like responses using natural language, essentially leading to an expert system that is available on demand.
“ChatGPT is capable of generating human-like responses using natural language, essentially leading to an expert system that is available on demand.”
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PremisecitationOpenAI's GPT-2 model was trained using a data set that comprised 40 gigabytes of text.
“OpenAI's GPT-2 model was trained using a data set that comprised 40 gigabytes of text.”
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PremisereasoningChatGPT can understand the context of a conversation and generate relevant responses, making it more effective at mimicking human-like interactions.
“It can understand the context of a conversation and generate relevant responses, making it more effective at mimicking human-like interactions.”
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Premisenone givenChatGPT has brought advancements to generative AI including improved contextual understanding, language generation, task adaptability, and multilingual proficiency.
“While chatbots are not a new invention, ChatGPT has brought several advancements to generative AI, including improved contextual understanding, language generation, task adaptability, and multilingual proficiency.”
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PremisecitationTwo authors have filed a lawsuit against OpenAI, alleging that their copyrighted books were used to train the AI model, ChatGPT, without their permission.
“For instance, it has been reported that two authors have filed a lawsuit against OpenAI, alleging that their copyrighted books were used to train the AI model, ChatGPT, without their permission.”
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PremisecitationGPT-3, the model upon which ChatGPT is built, utilised a significantly larger data set of 570 GB.
“GPT-3, the model upon which ChatGPT is built, utilised a significantly larger data set of 570 GB.”
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PremisecitationAdobe's 'Firefly', a generative AI image tool, guarantees commercial usage safety, offering IP indemnification as it is trained on company-owned images.
“For instance, Adobe's 'Firefly', a generative AI image tool, guarantees commercial usage safety, offering IP indemnification as it is trained on company-owned images (Gold, 2023).”
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Premisenone givenChatGPT is trained on extensive data and is competent across disciplines.
“Trained on extensive data, it is competent across disciplines.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Interpretationnone givenThere are potential opportunities to transform higher education through LLMs.
“Furthermore, the paper recognises the potential opportunities to transform higher education.”
Quote in the paperSubstantial claim- Rests on an assumption: The academic literature reviewed provides a comprehensive and representative account of the current state of generative AI in higher education.
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Premisenone givenChatGPT's advanced language generation capabilities allow it to produce coherent, contextually accurate, and grammatically correct text.
“Its advanced language generation capabilities allow it to produce coherent, contextually accurate, and grammatically correct text.”
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PremisecitationDesigning tests to outsmart generative AI may be more time consuming, difficult in certain subjects, and attempts to out-design chatbots might prove fruitless in the long term as technology improves.
“However, designing such tests may be more time consuming, difficult to do in certain subjects, and as technology improves, attempts to out-design chatbots might prove fruitless in the long term (Mills, 2023).”
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PremisecitationGoogle, along with its parent company Alphabet and AI subsidiary DeepMind, has been accused in a lawsuit of scraping user data without consent and violating copyright laws to train its AI products.
“In a separate case, Google, along with its parent company Alphabet and AI subsidiary DeepMind, has been accused in a lawsuit of scraping user data without consent and violating copyright laws to train its AI products.”
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PremisecitationChatGPT uses its training data to produce an answer.
“This model uses its training data to produce an answer (Haleem et al., 2023).”
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InterpretationcitationBoth Tlili et al. and Haensch et al. emphasise very little discourse related to negative aspects of using generative AI in education, meaning systems such as ChatGPT may be used without much reflection and evaluation.
“Moreover, both Tlili et al. (2023) and Haensch et al. (2023) emphasise very little discourse related to negative aspects of using generative AI in education, meaning that systems such as ChatGPT may be used without much reflection and evaluation.”
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- cites Haensch et al. (2023)
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InterpretationcitationUsing generative AI leads to substantial risks of accidental plagiarism and copyright infringements.
“Therefore, using generative AI leads to substantial risks of accidental plagiarism and copyright infringements (Gimpel et al., 2023).”
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PremisecitationWhile ChatGPT 3.5 does not have internet access, OpenAI allows its newer model GPT 4.0 internet access through the Bing search engine or third-party plug-ins.
“For instance, while ChatGPT 3.5 does not have internet access, OpenAI allows its newer model GPT 4.0 internet access through the Bing search engine or third-party plug-ins (Wiggers, 2023).”
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Premisenone givenGoogle has updated privacy terms which now clearly state their right to use publicly available data for AI model training.
“Google has updated privacy terms which now clearly state their right to use publicly available data for AI model training.”
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InterpretationreasoningChatGPT's content generation capabilities excel in aspects people previously used to filter information, potentially creating a false sense of reliability.
“However, ChatGPT's content generation capabilities excel in these aspects, potentially creating a false sense of reliability.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
InterpretationreasoningEmbedding AI literacy in graduate skills can enhance their employability in a rapidly evolving job market.
“Thus, embedding AI literacy in graduate skills can enhance their employability in a rapidly evolving job market.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing), S4 (based).
Interpretationnone givenDeveloping use cases for generative AI is a significant challenge for educational providers.
“Developing use cases for generative AI is a significant challenge for educational providers.”
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PremisecitationNon-native English speakers can use ChatGPT for grammar feedback and as a semi-translator for complex terms, aiding comprehension.
“Non-native English speakers can use ChatGPT for grammar feedback and as a semi-translator for complex terms, aiding comprehension (Sullivan et al., 2023).”
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Interpretationnone givenGenerative AI may support research, writing, and data analysis, opening new possibilities for educators and students and potentially unleashing their digital creativity.
“Overall, generative AI may support research, writing, and data analysis which effectively opens new possibilities for educators and students, potentially unleashing their digital creativity.”
Quote in the paperSubstantial claimMay combine two claims.
PremisecitationTlili et al. examined OpenAI's policies and found that while conversations with ChatGPT are stored and used to improve its performance, the specifics of storage and use are not entirely clear.
“Tlili et al. (2023) examined OpenAI's policies and found that while conversations with ChatGPT are stored and used to improve its performance, the specifics of storage and use are not entirely clear.”
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PremisecitationChatGPT has been widely criticised for producing biased and discriminatory content, which has been caused by using training data that reflects the biases of society.
“ChatGPT has been widely criticised for producing biased and discriminatory content, which has been caused by using training data that reflects the biases of society (Weinberger, 2019;Dwivedi et al., 2023).”
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PremisecitationGenerative AI may assist in the creation of inventive assessments that could promote creativity and critical thinking skills, contributing to comprehensive and meaningful evaluation of learning outcomes.
“This technology may assist in creation of inventive assessments which could promote creativity and critical thinking skills, contributing to comprehensive and meaningful evaluation of learning outcomes (Rasul et al., 2023).”
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PremisecitationGenerative AI offers immediate feedback and advice, assisting students in rectifying mistakes and enhancing their study techniques.
“In addition, it also offers immediate feedback and advice, assisting students in rectifying mistakes and enhancing their study techniques (Javaid at al., 2023;Yu and Guo, 2023).”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites Javaid at al., 2023
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- cites Yu and Guo, 2023
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May combine two claims.
PremisecitationGiven the vast data processed by ChatGPT's machine learning algorithms, it is vulnerable to cyberattacks, risking unauthorised access or misuse of sensitive information.
“Given the vast data processed by ChatGPT's machine learning algorithms, it is vulnerable to cyberattacks, risking unauthorised access or misuse of sensitive information (Dwivedi et al., 2023).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Dwivedi et al., 2023
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May combine two claims.
PremisecitationAI can support adaptive writing and highlight essential information in various formats.
“AI can also support adaptive writing and highlight essential information in various formats (Kasneci et al., 2023).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Kasneci et al., 2023
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Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based). May combine two claims.
Interpretationnone givenLLMs possess notable capabilities for education, but these are yet to be fully explored.
“LLMs possess notable capabilities for education, but these are yet to be fully explored.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.
InterpretationreasoningWhile privacy issues are genuine, they should not hinder AI's integration into higher education.
“In summary, while privacy issues are genuine, they should not hinder AI's integration into higher education.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationThe US Federal Trade Commission is scrutinising OpenAI for potential false or harmful statements about real individuals and its data privacy methods.
“The US Federal Trade Commission is also scrutinising OpenAI for potential false or harmful statements about real individuals and its data privacy methods (BBC News, 2023).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites BBC News, 2023
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InterpretationreasoningYoung learners could unintentionally share personal details with ChatGPT, underscoring the need to protect the privacy of users, particularly the younger demographic.
“Young learners could unintentionally share personal details with ChatGPT, underscoring the need to protect the privacy of users, particularly the younger demographic.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable), S4 (based).
Interpretationnone givenThe widespread integration of LLMs in higher education can offer substantial advantages for students and faculty.
“The widespread integration of LLMs in higher education can offer substantial advantages for students and faculty.”
Quote in the paperNot a substantial claimMay combine two claims.
PremisecitationMany users still fall victim to misinformation despite the need to verify AI-provided information, due to cognitive biases, reliance on headlines, and the persistence of false information.
“While users should verify AIprovided information, many still fall victim to misinformation (Lim et al., 2023), due to cognitive biases, reliance on headlines, and the persistence of false information (Centre for Information Technology and Society, 2023).”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Lim et al., 2023
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- cites Centre for Information Technology and Society, 2023
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InterpretationcitationThe fact that AI may produce biased responses represents a valuable opportunity to raise awareness and engage in a discussion about inherent biases which are present in society and therefore reflected in the LLM's training data.
“Moreover, the fact that AI may produce biased responses represents a valuable opportunity to raise awareness and engage in a discussion about inherent biases which are present in society and therefore reflected in the LLM's training data (Heaven, 2023).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Heaven, 2023
Not checked in the free run.
May combine two claims.
InterpretationreasoningAI poses challenges but also offers solutions to bolster equality, diversity, and inclusion.
“While AI poses challenges, it also offers solutions to bolster equality, diversity, and inclusion.”
Quote in the paperSubstantial claimMay combine two claims.
PremisecitationChatbots can handle course queries, direct students to resources, provide materials suited to different learning styles, and simplify complex ideas, benefiting those with communication challenges.
“They can handle course queries, direct students to resources, provide materials suited to different learning styles (Gupta and Chen, 2022), and simplify complex ideas, benefiting those with communication challenges (Hemsley et al., 2023).”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Gupta and Chen, 2022
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- cites Hemsley et al., 2023
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Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.
Interpretationnone givenWhile the ability of AI to bolster EDI is clear, the risks associated with AI use can be managed.
“In conclusion, while the ability of AI to bolster EDI is clear, the risks associated with AI use can be managed.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable), S4 (based).
Interpretationnone givenAs tools like ChatGPT become more common at work, graduates must be equipped with the right knowledge and skills to use them adeptly.
“As tools like ChatGPT become more common at work, graduates must be equipped with the right knowledge and skills to use them adeptly.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationChatGPT's initial answer could prompt further questioning and encourage students to apply their knowledge and reasoning skills.
“Gilson et al. (2023), note that ChatGPT's initial answer could prompt further questioning and encourage students to apply their knowledge and reasoning skills”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Gilson et al. (2023)
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InterpretationreasoningOnce students have the necessary knowledge and skills, they can evaluate the outputs generated by AI, weeding out inaccuracies and leveraging the beneficial and helpful components of the responses offered by the technology.
“Once students have the necessary knowledge and skills, they can evaluate the outputs generated by AI, weeding out inaccuracies and leveraging the beneficial and helpful components of the responses offered by the technology.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing), S4 (based).
InterpretationreasoningFictional references, which are often markers of AI-generated content, can help educators pinpoint students falsely claiming AI work as their own.
“Moreover, fictional references, which are often markers of AI-generated content, can help educators pinpoint students falsely claiming AI work as their own.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.
Premisenone givenChatGPT is capable of generating computer code snippets in different programming languages, crafting tables and lists, and creating Excel formulas.
“It is capable of generating computer code snippets in different programming languages, crafting tables and lists, and creating Excel formulas.”
Quote in the paperNot a substantial claimMay combine two claims.
PremisecitationJapanese authorities have voiced privacy concerns, emphasising the need to weigh these against the benefits of generative AI.
“Similarly, Japanese authorities have voiced privacy concerns, emphasising the need to weigh these against the benefits of generative AI (Kaur, 2023).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Kaur, 2023
Not checked in the free run.
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PremisecitationWhile these outputs may require some editing and verification, ChatGPT serves as a valuable time-saving resource.
“While these outputs may require some editing and verification, ChatGPT undeniably serves as a valuable time-saving resource (Centre for Teaching and Learning, 2023).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Centre for Teaching and Learning, 2023
Not checked in the free run.
Classified as probably not a substantial claim. May combine two claims.
InterpretationreasoningGenerative AI, when used appropriately in education, offers significant potential to enhance EDI and promote inclusive learning.
“Generative AI, when used appropriately in education, offers significant potential to enhance EDI and promote inclusive learning.”
Quote in the paperSubstantial claimMay combine two claims.
PremisecitationThe Covid-19 pandemic illustrated how AI can mass-produce questionable content and amplify misinformation through social media bots.
“The Covid-19 pandemic illustrated how AI can mass-produce questionable content and amplify misinformation through social media bots (Gisondi, et al., 2023).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Gisondi, et al., 2023
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Probably not a substantial claim: may not pass S3 (load-bearing).
InterpretationreasoningThe privacy implications of ChatGPT are particularly relevant for learners and educators who may lack in-depth knowledge of technology and privacy.
“The privacy implications of ChatGPT are particularly relevant for learners and educators who may lack in-depth knowledge of technology and privacy.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationOpenAI responded to Italy's restriction by addressing and clarifying privacy matters.
“OpenAI responded by addressing and clarifying these privacy matters ( McCallum, 2023).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites McCallum, 2023
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PremisecitationGenerative AI could be used as an aid to improve writing and research skills.
“while Rudolph et al. (2023) state that generative AI could be used as an aid to improve writing and research skills.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Rudolph et al. (2023)
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May combine two claims.
PremisecitationFor neurodivergent students, AI can assist in time management, information processing, and thought organisation.
“For neurodivergent students, AI can assist in time management, information processing, and thought organisation (McMurtrie, 2023).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites McMurtrie, 2023
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Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationCompanies developing LLMs are aware of these issues and are working to address them.
“Companies developing LLMs are aware of these issues and are working to address them (O'Brien, 2023).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites O'Brien, 2023
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Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.
InterpretationreasoningIntegrating AI models into curricula can nurture creativity, promote critical thinking, and prepare students for a future where AI collaboration is commonplace in professional life.
“Integrating these AI models into curricula can nurture creativity, promote critical thinking, and prepare students for a future where AI collaboration is commonplace in professional life.”
Quote in the paperNot a substantial claimMay combine two claims.
PremisecitationChatGPT does not operate based on ethical principles, nor can it discern between right and wrong, or truth and falsehood.
“It is crucial to understand that ChatGPT does not operate based on ethical principles, nor can it discern between right and wrong, or truth and falsehood.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Sabzalieva and Valentini, 2023
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Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.
InterpretationreasoningGenerative AI is set to enhance the educational landscape through aiding research, boosting writing skills, and enabling innovative problem-solving.
“Through aiding research, boosting writing skills, and enabling innovative problem-solving, this technology is set to enhance the educational landscape”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based). May combine two claims.
Interpretationnone givenThe multifaceted attributes of generative AI and LLMs underscore heightened efficiency and democratise AI, making it an accessible tool for diverse audiences.
“Their multifaceted attributes not only underscore heightened efficiency but also democratise AI, making it an accessible tool for diverse audiences.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationOpenAI claims to have fine-tuned ChatGPT 4.0, achieving an 82% reduction in the model's tendency to produce disallowed content compared to its predecessor.
“OpenAI has recognised this issue and claims to have fine-tuned ChatGPT 4.0, achieving an 82% reduction in the model's tendency to produce disallowed content compared to its predecessor.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites OpenAI, 2023b
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Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationChatGPT has a pro-environmental, left-libertarian bias.
“Furthermore, Hartmann et al. (2023) highlight ChatGPT's pro-environmental, left-libertarian bias.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Hartmann et al. (2023)
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Probably not a substantial claim: may not pass S2 (checkable), S4 (based).
Interpretationnone givenGenerative AI and LLMs, with their capacity for personalised lessons and engaging with complex subjects, hold the potential to transform traditional classroom settings.
“Generative AI and LLMs, with their capacity for personalised lessons and engaging with complex subjects, hold the potential to transform traditional classroom settings.”
Quote in the paperNot a substantial claimMay combine two claims.
PremisecitationChatGPT merely gathers data from the databases and texts it processes online, thereby inheriting any cognitive biases present in that information.
“This tool merely gathers data from the databases and texts it processes online, thereby inheriting any cognitive biases present in that information(Sabzalieva and Valentini, 2023).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Sabzalieva and Valentini, 2023
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Interpretationnone givenGenerative AI is still a relatively novel technology, and the question of how to successfully integrate it within higher education remains unanswered.
“Currently, generative AI is still a relatively novel technology, therefore the question of how to successfully integrate it within higher education remains unanswered.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationGPT-4 is 29% more aligned with company safety policies on sensitive data handling.
“Additionally, GPT-4 is 29% more aligned with company safety policies on sensitive data handling(OpenAI, 2023b).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites OpenAI, 2023b
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PremisecitationLLMs can perpetuate and amplify existing biases and unfairness in society, which can negatively impact teaching and learning processes and outcomes.
“Overall, LLMs can perpetuate and amplify existing biases and unfairness in society, which can negatively impact teaching and learning processes and outcomes(Abdelghani et al., 2023).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Abdelghani et al., 2023
Not checked in the free run.
The paper relies on this without support.
The academic literature reviewed provides a comprehensive and representative account of the current state of generative AI in higher education.
“Through a comprehensive review of the academic literature, this paper highlights the unprecedented growth of these models and their widereaching impact across various sectors.”
“The discussion sheds light on the complex issues and potential benefits presented by LLMs, providing a comprehensive overview of the field's current state.”
The paper relies on this without support.
The publications, news stories and themes retrieved by the ChatGPT 3.5 API and AgentGPT search are sufficient and representative for drawing conclusions about generative AI in higher education.
“ChatGPT 3.5 API in combination with AgentGPT was used to search for relevant publications, news stories, and themes during the initial stage of the project.”
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?
The wider accessibility of GenAI since November 2022 has profoundly impacted Higher Education (HE), prompting universities to explore the potential of tools like ChatGPT in teaching and learning.
“2022 has profoundly impacted Higher Education (HE), prompting universities to explore the potential of tools like ChatGPT in teaching and learning (Bobula, 2024).”
From Planets, cars, and personas: Toward an understanding of faculty perceptions of artificial intelligence through visual metaphors and projective techniques (2025) · cites this paper as Bobula, 2024
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Gisondi citation year differs from reference
MinorThe text cites Gisondi et al. as a 2023 work, while the matching reference gives 2022.
“The Covid-19 pandemic illustrated how AI can mass-produce questionable content and amplify misinformation through social media bots (Gisondi, et al., 2023).”
“Gisondi, M.A., Barber, R., Faust, J.S., Raja, A., Strehlow, M.C., Westafer, L.M. and Gottlieb, M. (2022) 'A Deadly Infodemic: Social Media and the Power of COVID-19 Misinformation'”
Haleem citation year differs from reference
MinorThe text cites Haleem et al. as a 2023 work, but the matching reference lists it as published in 2022.
“This model uses its training data to produce an answer (Haleem et al., 2023).”
“Haleem, A., Javaid, M. and Singh, R.P. (2022) 'An era of ChatGPT as a significant futuristic support tool: A study on features, abilities, and challenges'”
McMurtrie citation year differs from reference
MinorThe text cites McMurtrie as a 2022 work, but the McMurtrie reference is dated 2023.
“ensuring their voices are heard and their opinions hold significance (McMurtrie, 2022)”
“McMurtrie, B. (2023) 'How ChatGPT could help or hurt students with disabilities'”
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“However, little is known about teachers' knowledge and skills to integrate AI-based tools (Celik, 2023).”
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“Users may fall into the trap of blindly trusting the content generated by ChatGPT (Wu et al., 2023).”
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ChatGPT and Generative AI Tools: Theft of Intellectual Labor?
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On ChatGPT: what promise remains for multiple choice assessment?
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ChatGPT is a Remarkable Tool -- For ExpertsPreprint
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Will AI tech like ChatGPT improve inclusion for people with communication disability?
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Generative AI in Higher Education: Balancing Innovation and Integrity
Francis, N. J., Jones, S., & Smith, D. P. (2025) · British Journal of Biomedical Science · doi:10.3389/bjbs.2024.14048 · Cited by 295 · see citing works
“These developments have enabled GenAI systems to start performing complex tasks that were previously unattainable, thus opening new avenues for their application in all aspects of education [7].”
Evangelista, E. D. L. (2025) · Contemporary Educational Technology · doi:10.30935/cedtech/15775 · Cited by 124 · see citing works
“With this, De Maio (2024) and Bobula (2024) argue that policies must undergo regular updates to keep pace with the rapidly evolving challenges AI presents.”
Salido, A., Syarif, I., Sitepu, M. S., Suparjan, Wana, P. R., Taufika, R., & Melisa, R. (2025) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2025.101924 · Cited by 48 · see citing works
Schwarz, J. (2025) · Teaching Statistics · doi:10.1111/test.12398 · Cited by 48 · see citing works
“1, 11 However, the impact, or repercussions, of the use of generative AI in the field of statistics education and data analysis have been accorded only little attention in the discussion so far.”
Scaffolding AI literacy: An instructional model for academic librarianship
LaFlamme, K. A. (2025) · The Journal of Academic Librarianship · doi:10.1016/j.acalib.2025.103041 · Cited by 35 · see citing works
Yeung, R. S. K., Tian, R., Chiu, D. K. W., & Choi, S. P. M. (2025) · The Journal of Academic Librarianship · doi:10.1016/j.acalib.2025.103082 · Cited by 40 · see citing works
Géring, Z., Fehér, K., Harmat, V., & Tamássy, R. (2025) · International journal of organizational analysis · doi:10.1108/ijoa-09-2024-4850 · Cited by 36 · see citing works
Artificial intelligence in higher education, opportunities, and challenges: a review
AlBlooshi, S. (2026) · Frontiers in Education · doi:10.3389/feduc.2025.1683968 · Cited by 62 · see citing works
“AI detection is fallible due to the variety of writing genres, resulting in both false positives and negatives (Bobula, 2024; Alier et al., 2024).”
InfluentialA review on enhancing education with AI: exploring the potential of ChatGPT, Bard, and generative AI
Abebe, A. (2025) · Discover Education · doi:10.1007/s44217-025-00426-5 · Cited by 18 · see citing works
Navigating anxiety in academia: the role of generative artificial intelligence
Jabali, O. M., Saeedi, M., & Alawneh, Y. J. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13433-8 · Cited by 20 · see citing works
“The rapid pace of AI advancements makes it difficult for educators to keep up with new tools and methodologies (Bobula, 2024).”
Wang, S., Xu, L., Liu, J., & Zhai, Y. (2025) · Journal of Data Science · doi:10.6339/25-jds1208 · Cited by 11 · see citing works
Sok, S., & Heng, K. (2024) · SSRN Electronic Journal · doi:10.2139/ssrn.4806030 · Cited by 12 · see citing works
Eyal, L. (2025) · Education Sciences · doi:10.3390/educsci15111452 · Cited by 18 · see citing works
“Furthermore, the findings highlight the need for curriculum design that integrates content knowledge and holistic AI integration into technology courses—thereby avoiding a narrow technical focus (Bobula, 2024; Ng et al., 2021).”
AI in Criminal Justice Education: Assessing Educator’s Attitudes and Experiences
Tyler, D. H. F., Gagnon, A., & George, S. S. (2024) · Journal of Criminal Justice Education · doi:10.1080/10511253.2024.2413995 · Cited by 9 · see citing works
“Scholars have documented educators’ concerns about plagiarism and the authenticity of students’ work (Bobula, 2024; uzun, 2023).”
Murray, M. C. (2025) · Issues in Informing Science and Information Technology · doi:10.28945/5516 · Cited by 10 · see citing works
“…clear guidelines that address appropriate use cases, citation and attribution practices, verification procedures, and ethical considerations (Bobula, 2024; Francis et al., 2025) Integrating generative AI into higher education presents transformative potential accompanied by many…”
Paredes-Aguirre, M., Bolaños-Mendoza, C., Ortíz-Rojas, M., Martinez-Tovar, J., Sanchez-Mendoza, M., & Moreno-Abramowicz, M. (2026) · Cogent Education · doi:10.1080/2331186x.2026.2614093 · Cited by 12 · see citing works
Artificial Intelligence in Educational Technology: A Systematic Review of Datasets and Applications
Topham, L., Atherton, P., Reynolds, T., Hussain, Y., Hussain, A. J., Kolivand, H., & Khan, W. (2025) · ACM Computing Surveys · doi:10.1145/3768312 · Cited by 9 · see citing works
“Furthermore, such technology presents additional issues such as copyright issues, bias, unfairness, difficulty distinguishing model-generated answers from human-generated answers, training costs, data privacy, content errors, and more [3, 51].”
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 · see citing works
Harrington, B., Zlotnikova, I., Nadarajan, G., & Ekundayo, S. (2025) · ACM Transactions on Computing Education · doi:10.1145/3776558 · Cited by 8 · see citing works
“Bobula [4] suggests that universities can harness the benefits of LLMs while mitigating risks through strategies such as updating assessment designs, providing AI literacy training, and implementing clear usage guidelines.”
Reddy, C. S., & Leelavathi, R. (2025) · International Journal of Educational Management · doi:10.1108/ijem-12-2024-0843 · Cited by 9 · see citing works
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Duah, J. E., Lu, X. B., McGivern, P., & Jing, Y. (2024) · International Conference on Big Data and Education (ICBDE) · doi:10.1145/3704289.3704293 · Cited by 7 · see citing works
“However, despite the existence of comprehensive reviews on the use of AI within HE, such as the meta systematic review conducted by [8, 9, and 10], notable gaps persist.”
Karakitsou, C., Karayianni, I., Leftheriotis, K., Logotheti, A., & Avgerinou, M. D. (2025) · Journal of Visual Literacy · doi:10.1080/1051144x.2025.2538256 · Cited by 3 · see citing works
“The wider accessibility of Generative Artificial Intelligence (GenAI) since November 2022 has profoundly impacted Higher Education (HE), prompting universities to explore the potential of tools like ChatGPT in teaching and learning (Bobula, 2024).”
I'm a chatbot, ask me anything: using ChatGPT to improve learning experiences
Pickard-Jones, B., Thomson, S. M., Baines, S., & Otermans, P. C. J. (2024) · Journal of Learning Development in Higher Education · doi:10.47408/jldhe.vi32.1414 · Cited by 3 · see citing works
Redefining Learning in the Digital Age
Baek, E.-O., Wilson, R. V., & Liu, C. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-6130-6.ch006 · Cited by 3 · see citing works
Generative Artificial Intelligence and Postsecondary Education
Gierhart, A. R., Shefferly, N., Li, Y., & Speetzen, E. D. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-5633-3.ch002 · Cited by 4 · see citing works
Zhang, Y., Gong, X., Wang, X., Wang, Z., Zhou, J., & Wang, Y. (2025) · International Conference on Computer Science and Technologies in Education (CSTE) · doi:10.1109/cste64638.2025.11092216 · Cited by 3 · see citing works
“Through the interview analysis conducted in this study, it is evident that AIGC tools have significant positive impacts on college students' self-directed learning, such as improving learning efficiency, inspiring learning creativity, and assisting academic writing [5].”
Williams, A. (2026) · Cogent Education · doi:10.1080/2331186x.2026.2698137 · Cited by 2 · see citing works
Zirak, R., Miakhel, I., & Rokhan, R. (2025) · Journal of Social Sciences & Humanities · doi:10.62810/jssh.v2i2.30 · Cited by 2 · see citing works
“Bobula (2024) also points out that while AI offers tailored educational support, it must be used carefully to ensure that it does not replace the development of critical thinking and problem-solving abilities.”
From Insights to Impact: An Agentic Learning Intelligence Framework for Student-Centred Success
Lai, J. W., Qiu, W., & Lim, F. S. (2025) · Communications in computer and information science · doi:10.1007/978-3-031-99261-2_10 · Cited by 2 · see citing works
Guedes, T. S. D. V., Rupprecht, P., & Rodenas, I. (2026) · Journal of Organizational Change Management · doi:10.1108/jocm-01-2026-0095 · Cited by 4 · see citing works
Role of Generative Artificial Intelligence and Work Environment on the Motivation of Workers
Dharmawan, A. P., Hartantono, N., & Lasmy, L. (2024) · doi:10.1109/iccit62134.2024.10701197 · Cited by 2 · see citing works
Introducción de inteligencia artificial en la evaluación de asignaturas de teoría e historia
Nadal, M. F., & Mora, E. S. (2024) · Jornadas sobre Innovación Docente en Arquitectura (JIDA) · doi:10.5821/jida.2024.13259 · Cited by 2 · see citing works
Goarty, R., & Gupta, K. P. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13690-7 · Cited by 3 · see citing works
“…with the integration of generative AI, including issues related to academic integrity (Zeb et al., 2024; Duah & McGivern, 2024; Ali & Aysan, 2025; Bobula, 2024 ), concerns regarding the quality and reliability of AI-generated content (Ali & Aysan, 2024; Liu & Xiao, 2024 ), the credibility of…”
A survey of American public health faculty AI competency & readiness
Lord, E., Heboyan, V., Huang, H., Tracy, D., & De Leo, G. (2026) · Cogent Education · doi:10.1080/2331186x.2026.2654902 · Cited by 1 · see citing works
Enhancing Employee Motivation Through AI: The Role of Corporate Culture in the Workplace
Prakash, S., Pavithrashree., S., Gokul., S., et al. (2024) · International Conference on Innovative Computing, Intelligent Communication and Smart Electrical Systems (ICSES) · doi:10.1109/icses63760.2024.10910789 · Cited by 1 · see citing works
“All incentive theories do not change with employees’ needs or corporate culture [2].”
Exploring Perceptions of Learners Towards Using ChatGPT: A Qualitative Study
Sarkar, P. D. (2025) · Dibon Journal of Education · doi:10.64169/dje.68 · Cited by 1 · see citing works
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“82 Further, a reflective piece by Brahim-Said describes how the use of AI, Augmented Reality (AR) and Virtual Reality (VR) have been essential to their academic success as a neurodiverse individual by allowing them to process and understand complex information.”
Designing Education for the AI Era: Principles for Integrating LLMs in Pedagogy
Biscalchin, A., Sarkheyli-Hägele, A., Eriksson, J., & Vogel, B. (2025) · International Conference on Software, Telecommunications and Computer Networks (SoftCOM) · doi:10.23919/softcom66362.2025.11197458 · Cited by 2 · see citing works
The Double-Edged Sword of Generative AI: Enhancing or Hindering Students’ Intellectual Growth?
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AI or nay? How students balance the benefits and limitations of generative AI in higher education
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Applying Technology for Alternative Learning and Instructional Design
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Towards Neutralizing a Threat in the University
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The Role of Artificial Intelligence in Improving Grammar and Writing Proficiency
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“Meanwhile, Bobula [7] presented a comprehensive review of LLM challenges and opportunities, advocating for institutional readiness and ethical AI deployment.”
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Design and Implementation of a Context-Aware AI Scaffolding System for IoT Engineering Education
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Chemistry faculty perspectives on artificial intelligence and pedagogical change in higher education
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“A comprehensive review of challenges, opportunities, and implications by Bobula [10] explored both the potential threats that AI poses to higher education, including risks to academic integrity, bias, and misinformation, and its transformative possibilities for pedagogy, institutional strategy, and…”
Random Knowledge Verification as a Scalable Assessment Strategy in AI Rich Higher EducationPreprint
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Policy Ambiguity and Academic Integrity: Student Experiences of AI Governance in Higher Education
Bashir, A. (2026) · Lecture notes in computer science · doi:10.1007/978-3-032-31418-5_12
Kyriacou, E., Papasolomou, I., & Zarkada, A. K. (2026) · Palgrave studies in cross-disciplinary business research, in association with EuroMed Academy of Business · doi:10.1007/978-3-032-26496-1_7
Kulick, M., Sylvester, J., Cheng, C., Bergren, C., & Croushore, J. (2026) · Innovative Higher Education · doi:10.1007/s10755-026-09935-z
Bellaarabi, E. M. (2026) · European Journal of Contemporary Education and E-Learning · doi:10.59324/ejceel.2026.4(4).12
Educators' Perspectives on Generative AI Use in Nursing Education: Friend or Foe?
Ramjan, L. M., McGrath, B. J., Walters, C., Drury, P., Glarcher, M., Richards, G. M., Donnelly, F., & Salamonson, Y. (2026) · Journal of Clinical Nursing · doi:10.1111/jocn.70477 · Cited by 3 · see citing works
Cognitive Externalization and Generative AI in Higher Education
Сидорчук, Р. (2026) · Высшее образование в России · doi:10.31992/0869-3617-2026-35-7-53-75 · Cited by 1 · see citing works
Belényesi, E., Korpics, M. K., Méhes, T., & Kukoda, A. G. (2026) · Trends in Higher Education · doi:10.3390/higheredu5030076
“In higher education contexts, AI acceptance is typically associated with perceived performance benefits, efficiency gains, and accessibility [16–19].”
Two-Year Repeated Cross-Sectional Study of AI Integration and Learning in Global Game Jams
Anvari, S. S., Rosser, A., & Wehbe, R. R. (2026) · International Conference on Game Jams, Hackathons, and Game Creation Events (ICGJ) · doi:10.1145/3833089.3833090
Generative AI in Academia: Student Perspectives
Martinčík, D., Sojková, O. M., Procházka, V., & Tlučhoř, J. (2026) · EAI/Springer Innovations in Communication and Computing · doi:10.1007/978-3-032-32104-6_21
AI-enhanced legal pedagogy: a case study of generative AI integration in property law courses
Liu, H. (2026) · Educational Technology Research and Development · doi:10.1007/s11423-026-10698-9
Saravanan, P., Meissner, C., & Glenn, J. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1880863 · Cited by 2 · see citing works
Dinara, N., Nurbekova, Z. K., Алимова, Ж., Dautova, A., & Оспанова, Н. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1909777
The bright highlights and the dark shadows of artificial intelligence in higher education
Sejdiu, N. P., Rosner, M., & Sejdiu, S. (2026) · Open Research Europe · doi:10.12688/openreseurope.24951.1
- Authors
- Bobula, M.
- Affiliations
- University of the West of England (GB)
- Corresponding author
- Bobula, Michal
- ORCID
- Bobula, Michal
- Venue
- Journal of Learning Development in Higher Education
- Published
- 2024-03-27
- Issue
- 30
- ISSN
- 1759-667X (ISSN-L)
- OpenAlex
- W4393226952
- Semantic Scholar
- c181109333f0a05719db08945ab95d9950a03c3c
- Cited by
- 113
- References
- 52
- Citations by year
- 2026: 56 · 2025: 45 · 2024: 12
- FWCI
- 42.49
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Journal of Learning Development in Higher Education (publishedVersion, cc-by)
- UWE Research Repository (UWE Bristol) (submittedVersion, 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 › Ethics and Social Impacts of AI
- Keywords
- generative AI, large language models, ChatGPT, higher education, educational assessment, academic integrity, privacy concerns, misinformation, diversity, equity, and inclusion, copyright, algorithmic bias, AI skills development, responsible AI adoption
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