Abstract
This
paper
presents
a
novel
approach
to
training
evaluation
using
Language
Models
(LLM)
and
Generative
AI
(GenAI)
build
classification
model.
The
study
aims
develop
resource-efficient
solution
for
analyzing
rubrics
transcripts,
thereby
enhancing
the
assessment
of
learning
outcomes
performance.
methodology
involves
data
collection,
preprocessing,
model
fine-tuning,
prompting,
evaluation.
A
pre-trained
LLM
is
fine-tuned
on
preprocessed
allowing
it
adapt
specific
language
patterns
structures.
generates
prompts
classify
materials
based
predefined
criteria,
with
domain
expertise
incorporated
complex
rules.
Results
demonstrate
60%
reduction
in
processing
time
evaluating
transcripts
compared
manual
assessment.
implemented
has
significantly
reduced
workload
department
improved
efficiency
analysis.
Furthermore,
model's
feedback
led
targeted
improvements
content,
resulting
higher
learner
satisfaction.
innovative
application
GenAI
offers
new
perspective
leveraging
enhance
educational
processes
manner.
Electronics,
Год журнала:
2025,
Номер
14(7), С. 1258 - 1258
Опубликована: Март 22, 2025
This
research
aims
to
explore
the
use,
perceptions,
and
challenges
associated
with
generative
AI
(GenAI)
among
higher
education
students.
As
GenAI
technologies,
such
as
language
models,
image
generators,
code
assistants,
become
increasingly
prevalent
in
academic
settings,
it
is
essential
understand
how
students
engage
these
tools
their
impact
on
learning
process.
The
study
investigates
students’
awareness,
adoption
patterns,
perceptions
of
AI’s
role
tasks,
alongside
benefits
they
identify
face,
including
ethical
concerns,
reliability,
accessibility.
Through
quantitative
methods,
provides
a
comprehensive
analysis
student
experiences
education.
findings
aim
inform
educators,
technologists,
institutions
about
opportunities
barriers
integrating
technologies
into
educational
practices
guide
development
strategies
that
support
effective
responsible
use
academia.
Advances in Mobile Learning Educational Research,
Год журнала:
2024,
Номер
4(2), С. 1149 - 1159
Опубликована: Ноя. 6, 2024
Integrating
artificial
AI
technologies
in
education
has
revolutionised
teaching,
learning,
and
assessment
worldwide.
In
Nigerian
tertiary
institutions,
students
increasingly
rely
on
tools
for
assignments,
research,
exam
preparation,
raising
concerns
about
the
integrity
of
traditional
methods.
This
paper
explores
impact
academic
performance
challenges
they
pose
to
accurately
evaluating
student
capabilities.
It
argues
urgent
need
redefine
strategies
higher
preserve
standards
while
harnessing
benefits
AI.
The
study
highlights
ethical
such
as
data
privacy,
access
inequality,
over-reliance
tools,
which
can
undermine
critical
thinking
skills.
provides
countermeasures
policy
recommendations,
including
establishing
usage
guidelines,
promoting
equitable
technology,
integrating
assessments
that
prioritise
problem-solving
By
adopting
these
innovative
policies,
institutions
enhance
quality
ensure
develop
genuine
skills
excellence.
calls
immediate
action
align
with
realities
age,
ensuring
sustainable
authentic
outcomes.
Journal of Asian Public Policy,
Год журнала:
2024,
Номер
unknown, С. 1 - 29
Опубликована: Ноя. 23, 2024
As
Generative
Artificial
Intelligence
(GAI)
rapidly
integrates
into
higher
education,
a
critical
question
arises:
should
we
focus
on
the
technology's
potential
or
essential
role
of
stakeholders?
While
GAI
offers
transformative
possibilities,
its
success
hinges
students,
educators,
administrators,
and
policymakers.
This
study
examines
structure
these
stakeholders
patterns
relationships
between
them.
Utilizing
systematic
literature
review,
screened
224
studies
selected
38
key
articles
to
construct
hierarchical
framework
illustrating
complex
interactions
among
stakeholders.
The
research
reveals
prominence
administrators
while
reflecting
increasing
attention
technology
vendors
government
agencies.
Interactions
primarily
fall
four
patterns:
cooperation,
control
guidance,
support
dependency,
as
well
competition
conflict.
Although
existing
extensively
discusses
GAI's
potential,
this
argues
that
in-depth
analyses
stakeholder
roles
are
lacking,
particularly
given
real-world
complexities.
Future
explore
multidimensional
promote
responsible
effective
use
in
education.
International Journal of Educational Technology in Higher Education,
Год журнала:
2024,
Номер
21(1)
Опубликована: Ноя. 24, 2024
Abstract
In
celebrating
the
20th
anniversary
of
International
Journal
Educational
Technology
in
Higher
Education
(IJETHE)
,
previously
known
as
Revista
de
Universidad
y
Sociedad
del
Conocimiento
(RUSC)
it
is
timely
to
reflect
upon
shape
and
depth
educational
technology
research
has
appeared
within
journal,
order
understand
how
IJETHE
contributed
furthering
scholarship,
provide
future
directions
field.
It
particularly
important
authorship
patterns
terms
equity
diversity,
especially
regard
ensuring
wide-ranging
geographical
gender
representation
academic
publishing.
To
this
end,
a
content
analysis
was
conducted
631
articles,
published
RUSC
from
2010
June
2024.
Furthermore,
contribute
ongoing
efforts
raise
methodological
standards
secondary
being
field,
an
quality
evidence
syntheses
2018
2024
conducted.
Common
themes
have
been
students’
experience
engagement
online
learning,
role
assessment
feedback,
teachers’
digital
competencies,
development
open
practices
resources.
The
revealed
parity
increasingly
international
identity,
although
contributions
Middle
East,
South
America
Africa
remain
underrepresented.
findings
critical
need
for
enhanced
rigour
EdTech
syntheses,
suggestions
are
provided
can
help
move
field
forwards.
Key
areas
include
educator
professional
development,
impact
tools
on
learning
outcomes
engagement,
influence
social
contextual
factors,
application
AI
support
use
multimodal
data
analyse
student
across
diverse
contexts.
Frontiers in Education,
Год журнала:
2024,
Номер
9
Опубликована: Дек. 4, 2024
The
emergence
of
generative
AI
in
education
introduces
both
opportunities
and
challenges,
especially
student
assessment.
This
paper
explores
the
transformative
influence
on
assessment
practices,
drawing
from
recent
training
workshops
conducted
with
educators
Global
South.
It
examines
how
can
enrich
traditional
approaches
by
fostering
critical
thinking,
creativity,
collaboration.
innovative
frameworks,
such
as
AI-resistant
assessments
Process-Product
Assessment
Approach,
which
emphasize
evaluating
not
only
final
product
but
also
student’s
interaction
tools
throughout
their
learning
journey.
Additionally,
it
provides
practical
strategies
for
integrating
into
assessments,
underscoring
ethical
use
preservation
academic
integrity.
Addressing
complexities
adoption,
including
concerns
around
misconduct,
this
equips
to
navigate
intricacies
human-AI
collaboration
settings.
Finally,
discusses
significance
institutional
policies
guiding
offers
recommendations
faculty
development
align
evolving
educational
landscape.
Higher Education for the Future,
Год журнала:
2024,
Номер
unknown
Опубликована: Ноя. 12, 2024
This
research
investigates
the
critical
need
to
integrate
affective
and
psychomotor
domains
alongside
cognitive
development
in
educational
systems
achieve
comprehensive
‘Exit
Outcomes’
of
Outcome-Based
Education
(OBE)
align
with
National
Higher
Qualification
Framework
(NHEQF)
descriptors.
Traditional
approaches
are
inadequate
for
these
goals,
prompting
introduction
AI-Charya
framework—a
novel,
artificial
intelligence
(AI)-driven
pedagogical
model.
Utilizing
a
qualitative
approach,
this
study
explores
limitations
existing
models
transformative
potential
generative
AI.
The
framework
provides
adaptive,
multimodal
strategies
that
personalize
learning
significantly
enhance
creative
thinking
skills.
Findings
indicate
students
engaged
show
marked
improvements
areas,
positioning
them
success
an
increasingly
automated
global
workforce.
However,
study’s
generalizability
is
limited
by
its
specific
contexts,
further
needed
assess
long-term
outcomes.
Despite
limitations,
offers
pioneering
blueprint
aligning
practices
OBE
NHEQF
standards,
equipping
holistic
competencies
required
dynamic,
future-oriented
careers.
has
significant
implications
policymakers,
educators
curriculum
developers
aiming
excellence
through
innovative
methodologies.
Advances in educational technologies and instructional design book series,
Год журнала:
2024,
Номер
unknown, С. 379 - 404
Опубликована: Авг. 27, 2024
The
potential
of
generative
AI
is
evident
in
every
field
life
and
education
also
experiencing
a
paradigm
shift.
Generative
opening
new
ways
assessment
the
tools
that
can
create
engaging
innovative
contents.
Through
promotion
adaptation
customization,
positioned
to
bring
about
significant
transformation
educational
process.
This
chapter
sheds
light
on
significance
higher
education.
It
offers
valuable
insights
into
possibilities
for
change
improvement
evaluations,
indicating
its
capacity
revolutionize
future
