Leveraging Generative AI in Higher Education: An Analysis of Opportunities and Challenges Addressed in University Guidelines DOI Open Access
Sonja Christ‐Brendemühl

European Journal of Education, Journal Year: 2024, Volume and Issue: unknown

Published: Dec. 18, 2024

ABSTRACT As generative Artificial Intelligence (AI) is seen as a catalyst for new learning and examination culture in higher education, it urges universities to reinvent themselves adapt these changes effectively. By analysing the content of 67 university guidelines on AI, this study investigates how Germany position towards rise AI. Findings reveal that majority explicitly permit both lecturers students engage with emphasising importance building AI literacy among groups preparing changing demands world work. Importantly, 56.7% posit opportunities education outweigh risks, underscoring potential transformative impact teaching research. In addition, results workshop 25 faculty members were scrutinised deepen specify findings analysis.

Language: Английский

Exploring University Students’ Adoption of ChatGPT Using the Diffusion of Innovation Theory and Sentiment Analysis With Gender Dimension DOI Creative Commons
Raghu Raman, Santanu Mandal, Payel Das

et al.

Human Behavior and Emerging Technologies, Journal Year: 2024, Volume and Issue: 2024(1)

Published: Jan. 1, 2024

This study explores the adoption and societal implications of an emerging technology such as Chat Generative Pre‐Trained Transformer (ChatGPT) in higher education students. By utilizing a mixed‐method framework, this research combines Rogers’ diffusion innovation theory with sentiment analysis, offering innovative methodological approach for examining educational settings. It five attributes—relative advantage, compatibility, ease use, observability, trialability—shaping students’ behavioral intentions toward ChatGPT. Sentiment analysis offers qualitative depth, revealing emotional perceptual aspects, introduces gender‐based perspective. The results suggest that attributes significantly impact rates perceptions ChatGPT, indicating its potential transformative social change within sector. Gen Zs viewed ChatGPT innovative, compatible, user‐friendly, enabling independent pursuit goals. Consequently, benefits provided by motivate students to use tool. Gender differences were observed prioritization attributes, male favoring while female emphasized relative trialability. findings have understanding how technological innovations could be strategically diffused across different segments, especially academic context where ethical considerations integrity are paramount. underscores need demographic‐sensitive, user‐centric design generative artificial intelligence (AI) technologies.

Language: Английский

Citations

23
Exploring the influence of ChatGPT on student academic success and career readiness DOI
Nisar Ahmed Dahri, Noraffandy Yahaya, Waleed Mugahed Al-Rahmi

et al.

Education and Information Technologies, Journal Year: 2024, Volume and Issue: unknown

Published: Nov. 22, 2024

Language: Английский

Citations

7
Impact of ChatGPT Usage on Nursing Students Education: A cross-sectional Study DOI Creative Commons
A. García, David Bermejo‐Martínez, Ana Isabel López Alonso

et al.

Heliyon, Journal Year: 2024, Volume and Issue: 11(1), P. e41559 - e41559

Published: Dec. 31, 2024

Language: Английский

Citations

4
Fostering Inclusive Spaces for Early Career Researchers: Exploring the Anti‐Stigma Potentials of Institutional Support Systems DOI
Umaira Tabassum, Amjad Islam Amjad, Sarfraz Aslam

et al.

European Journal of Education, Journal Year: 2025, Volume and Issue: 60(2)

Published: April 29, 2025

ABSTRACT The institutional environment places high expectations on early‐career researchers (ECRs), particularly when dealing with anti‐stigma potential. objective of the present study was to explore mental health stigmas and approach getting work‐life balance among young in Pakistan's top‐ranked universities. design current qualitative research phenomenology. Using purposive sampling, ten participants were selected from universities Pakistan per QS ranking 2023. Data collected help a semi‐structured interview protocol using online platforms like Zoom WhatsApp. After transcribing data, it analysed NVivo 12 Pro software. We found that stressors related academic responsibilities, inflexible schedules, publications, finding funded projects cultural factors (family management, social health) leading stumbling blocks influencing ECRs. Most ECRs followed self‐driven stress coping strategies (physical activity, peer support). Institutional support not witnessed manage these challenges. suggest develop system nullify effect personal, them careers.

Language: Английский

Citations

0
Tech-Infused Learning: Exploring the Intersection of Technology Adoption and Knowledge Acquisition towards Self-Paced Learning in Higher Education DOI
Shyamali Mondal, Manav Das

MIER Journal of Educational Studies Trends & Practices, Journal Year: 2025, Volume and Issue: unknown, P. 177 - 192

Published: May 1, 2025

This study examined how technology adoption influences knowledge acquisition in self-paced online learning environments within higher education. It involved surveying 202 learners from the Central University of Jharkhand using a self-constructed five-point Likert scale questionnaire. The linear regression analysis revealed significant positive relationship between and (R² = 0.667). results indicated that was high among positively correlated with (Beta= 0.816, p < 0.001), explaining 66.7% variance acquisition. also found no differences use based on gender (t -0.286, 0.775) or geographic location -1.29, 0.199). findings emphasise while enhanced outcomes, neither nor influenced learners’ for Overall, highlighted effectiveness learning, suggesting future research should focus specific technological tools their impact educational success.

Language: Английский

Citations

0
Integrated Technological Approaches to Academic Success: Mobile Learning, Social Media, and AI in Higher Education DOI Creative Commons
Abeer S. Almogren, Waleed Mugahed Al-Rahmi, Nisar Ahmed Dahri

et al.

IEEE Access, Journal Year: 2024, Volume and Issue: 12, P. 175391 - 175413

Published: Jan. 1, 2024

Language: Английский

Citations

3
Society 5.0‘s impact on STEM help-seeking: unpacking teacher-student interactions DOI
Amjad Islam Amjad, Sarfraz Aslam,

Musarrat Habib

et al.

Pedagogies An International Journal, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 21

Published: March 23, 2025

Language: Английский

Citations

0
Digital Equity and Accessibility in Higher Education: Reaching the Unreached DOI
Amjad Islam Amjad, Sarfraz Aslam, Umaira Tabassum

et al.

European Journal of Education, Journal Year: 2024, Volume and Issue: 59(4)

Published: Oct. 20, 2024

ABSTRACT Digital equity and accessibility for higher education (HE) students have become crucial since the early 21st century, especially underserved, deprived, marginalised oppressed students. The present study aimed mainly to reveal barriers digital access (BDA) faced by groups find effective strategies promoting inclusion (DI). Another objective of paper was provide actionable policy insights (API) improve DI in Pakistani universities. Participants (students from who face unique accessing education) were selected using a simple random sampling technique four provinces Pakistan (Punjab, Sindh, KPK Baluchistan). We used cross‐sectional research design collect quantitative data 590 12 universities self‐developed questionnaire via online platforms. study's findings revealed significant difference groups, which contributes educational inequalities low‐income areas remote facing enormous challenges. also identified practices accessibility, including technology‐based interventions reforms infrastructure. Based on preliminary findings, combined effort toward can significantly outcomes students, providing roadmap bridge divide. not only highlights current state but focuses practical teachers ensures that are inclusive accessible everyone.

Language: Английский

Citations

2
Interactive Tablets: Catalyzing Engaged Science Learning in English Instruction DOI Open Access
Dee Jean Ong, Sarfraz Aslam, Amjad Islam Amjad

et al.

World Journal of English Language, Journal Year: 2024, Volume and Issue: 14(5), P. 413 - 413

Published: June 19, 2024

Schools in Thailand are increasingly using tablet computers for active learning. As interactive technology is used the classroom, teachers becoming more concerned about it. This qualitative study explores a computer as an tool learning teaching science English. The research involved three classes with ninety-three Grade 8 students from demonstration school Southern Thailand. was carried out weeks all classes. classroom implementation recorded and analyzed. Ninety-five percent of class participation, while five phones. results showed that their to search different body parts English, words described meaning words. They learned independently at own pace complete tasks. suggested excellent support English classrooms.

Language: Английский

Citations

1
Leveraging Generative AI in Higher Education: An Analysis of Opportunities and Challenges Addressed in University Guidelines DOI Open Access
Sonja Christ‐Brendemühl

European Journal of Education, Journal Year: 2024, Volume and Issue: unknown

Published: Dec. 18, 2024

ABSTRACT As generative Artificial Intelligence (AI) is seen as a catalyst for new learning and examination culture in higher education, it urges universities to reinvent themselves adapt these changes effectively. By analysing the content of 67 university guidelines on AI, this study investigates how Germany position towards rise AI. Findings reveal that majority explicitly permit both lecturers students engage with emphasising importance building AI literacy among groups preparing changing demands world work. Importantly, 56.7% posit opportunities education outweigh risks, underscoring potential transformative impact teaching research. In addition, results workshop 25 faculty members were scrutinised deepen specify findings analysis.

Language: Английский

Citations

0