Potential merits and demerits of generative artificial intelligence in higher education: Impressions from undergraduate students

F. Sehkar Fayda-Kinik

doi:10.29329/journalted.42

Authors

F. Sehkar Fayda-Kinik Istanbul Technical University, Turkey https://orcid.org/0000-0001-6563-4504

DOI:

https://doi.org/10.29329/journalted.42

Keywords:

Generative artificial intelligence (GenAI), student perceptions of AI, opportunities of AI in education, challenges of AI in education, higher education

Abstract

Generative artificial intelligence (GenAI) offers new possibilities for learning, teaching, and research, and these newly recognized merits have been rapidly transforming higher education. However, its adoption also raises several concerns. Therefore, this study seeks to explore undergraduate students’ impressions of GenAI’s potential merits and demerits in higher education. Within semi-structured interviews, 35 undergraduate students having experienced GenAI use expressed their perceptions of the possible opportunities GenAI offers in enhancing educational outcomes and the risks associated with its implementation. The collected data was qualitatively analyzed on NVivo 14 by coding data segments and categorizing codes into themes that emerged from student views. The results indicated that AI enhances learning and skill development, facilitates research, knowledge access, and institutional support, fosters innovation and problem-solving, and promotes inclusivity and diversity in education. The concerns were identified as academic integrity, ethical considerations, privacy, security risks, and the accuracy and reliability of AI-generated content, alongside its adverse impact on learning, human interaction, employment, and professional adaptation. This research contributes to ongoing discussions about balancing the opportunities and challenges of GenAI in academic contexts and offers valuable insights for educators, policymakers, and researchers.

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