Generative artificial intelligence, particularly tools like ChatGPT, is gradually establishing itself in the educational landscape, sparking both enthusiasm and concerns. A recent survey conducted among 82 teachers and 190 students reveals contrasting perceptions, as well as points of convergence regarding its impact on higher education.<\/p>\n
Both students and teachers acknowledge that these tools can enhance learning efficiency. They provide quick feedback, generate ideas, and facilitate the understanding of complex concepts. Students, in particular, see them as a way to better manage their time, reduce stress, and improve academic performance. Some even explain that AI helps them explore multiple solutions to a problem, which can stimulate their thinking. However, this assistance has its limits: while the tool can support thought, it does not replace the personal effort required to develop in-depth reasoning.<\/p>\n
Yet, concerns persist. Teachers are primarily worried about cheating and the loss of fundamental skills such as critical thinking or writing. They believe that the undeclared use of AI-generated text constitutes a clear violation of academic integrity. Students, on the other hand, distinguish between uses: fully copying AI-produced text is seen as serious fraud, while using it to structure ideas or correct grammar mistakes is considered less problematic. Some students admit to rephrasing AI responses to avoid plagiarism issues, while acknowledging that this practice remains questionable.<\/p>\n
Both groups agree on one point: AI is now unavoidable. Nearly 60% of students surveyed in global studies say they have already used it for their work. Teachers, though more skeptical, admit that outright banning it would be ineffective, as these tools are already part of professional and social realities. They also point out that traditional cheating detection methods, such as anti-plagiarism software, are no longer sufficient against AI-generated texts, which are often original and difficult to identify.<\/p>\n
The survey shows that teachers are generally stricter than students on ethical issues. For example, they more often consider the use of AI for homework to be a breach of academic rules. Students, for their part, are divided: some see it as a legitimate tool for progress, while others fear a disadvantage compared to peers who might use it abusively. This division reflects a broader concern about fairness and transparency.<\/p>\n
To address these challenges, solutions are emerging. Teachers are starting to rethink assessments to make them less vulnerable to abusive AI use. They favor personalized assignments, oral defenses, or intermediate steps that require students to demonstrate their thought process. Some even integrate AI into their courses, for example, to illustrate concepts or help non-native English-speaking students improve their written expression. The idea is not to ban the tool but to frame it so that it serves as support rather than a shortcut.<\/p>\n
As for students, they are asking for clear guidelines. Many want to learn how to use these tools responsibly without sacrificing their learning. They emphasize the importance of maintaining an active role in their work, by verifying information, adapting responses to their own style, and taking responsibility for their output.<\/p>\n
Another point of tension concerns the impact of AI on key skills. While students believe the tool can boost their confidence and reduce exam anxiety, both teachers and students agree that its influence on critical thinking or problem-solving remains uncertain, or even negative. Some fear that AI, by providing ready-made answers, may deprive students of the effort needed to develop these essential skills.<\/p>\n
The survey results also reveal differences in the practical use of ChatGPT. Teachers mainly use it to prepare teaching materials, write technical documents, or conduct research. Students, on the other hand, use it primarily to explain concepts, solve exercises, or get quick answers when they are stuck on a problem. In both cases, the tool is perceived as useful, with similar satisfaction levels between the two groups.<\/p>\n
Finally, the study highlights a shared concern: AI could encourage dishonest behavior. Both teachers and students recognize this risk, although the former are more sensitive to it. This awareness is pushing institutions to rethink their academic integrity policies. Rather than focusing solely on repression, many are adopting an educational approach, with training on the ethical use of AI and clear expectations regarding transparency.<\/p>\n
The sustainable integration of AI in education therefore requires a delicate balance. It involves leveraging its advantages while preserving the fundamental values of education: honesty, personal reflection, and the acquisition of lasting skills. Institutions must thus rethink their assessment methods so that they better reflect the learning process, not just the final result. This could involve multi-stage assignments, oral presentations, or applied projects that make the student’s reasoning visible. The goal is to make AI an ally of learning, not an obstacle to academic integrity.<\/p>\n
DOI:<\/strong> https:\/\/doi.org\/10.61669\/001c.162793<\/a><\/p>\n Title:<\/strong> Faculty and Student Perceptions of Generative AI Use, ChatGPT and Academic Integrity: Connecting Findings to Assessment Redesign<\/p>\n Journal:<\/strong> Intersection: A Journal at the Intersection of Assessment and Learning<\/p>\n Publisher:<\/strong> Association for the Assessment of Learning in Higher Education<\/p>\n Authors:<\/strong> Han Nee Chong; Eugene Guillian<\/p>\n","protected":false},"excerpt":{"rendered":" Is Generative Artificial Intelligence Transforming Education for Better or for Worse? Generative artificial intelligence, particularly tools like ChatGPT, is gradually establishing itself in the educational landscape, sparking both enthusiasm and concerns. A recent survey conducted among 82 teachers and 190 students reveals contrasting perceptions, as well as points of convergence regarding its impact on higher… Continue reading Is Generative Artificial Intelligence Transforming Education for Better or for Worse?<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[14,5],"tags":[],"class_list":["post-33","post","type-post","status-publish","format-standard","hentry","category-investigation-enquiry","category-politics","entry"],"_links":{"self":[{"href":"https:\/\/theeducationjournal.com\/en\/wp-json\/wp\/v2\/posts\/33","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/theeducationjournal.com\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/theeducationjournal.com\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/theeducationjournal.com\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/theeducationjournal.com\/en\/wp-json\/wp\/v2\/comments?post=33"}],"version-history":[{"count":1,"href":"https:\/\/theeducationjournal.com\/en\/wp-json\/wp\/v2\/posts\/33\/revisions"}],"predecessor-version":[{"id":34,"href":"https:\/\/theeducationjournal.com\/en\/wp-json\/wp\/v2\/posts\/33\/revisions\/34"}],"wp:attachment":[{"href":"https:\/\/theeducationjournal.com\/en\/wp-json\/wp\/v2\/media?parent=33"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/theeducationjournal.com\/en\/wp-json\/wp\/v2\/categories?post=33"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/theeducationjournal.com\/en\/wp-json\/wp\/v2\/tags?post=33"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}