Exploring professors’ perceptions of generative artificial intelligence in higher education

The invention and widespread adoption of Generative Artificial Intelligence (GenAI) has begun to disrupt the field of education, as leading scholars debate its potential to enhance or hinder learning. GenAI models such as ChatGPT demonstrate remarkable capabilities, evidenced by its success on the United States Medical Licensing Exam and Uniform Bar Exam, for example. With over one billion current users and more than one million users within five days of launching, ChatGPT remains one of the most rapidly adopted consumer applications. ChatGPT’s ability to amass users at a significantly greater rate than other popular platforms such as Facebook and Instagram exemplify its widespread adoption, with some of its users inevitably being students. Many authors claim that GenAI can augment the learning process by acting as a personalized tutor or improving the quality of students’ work. However, certain authors support the notion that GenAI may undermine the learning process and pose risks to academic integrity. By using semi-structured interviews, this study seeks to investigate university professors’ perspectives on GenAI and the implications for policymakers. Specifically, this study focused on perceptions of GenAI use and academic misconduct, and the underlying assumptions professor’s hold regarding whether GenAI undermines or augments the learning process.

Name thesis:degree_name

Master of Education (MEd)

Level thesis:degree_level

Master's

Discipline thesis:degree_discipline

Education Psychology

Grantor dc:publisher

Faculty of Graduate Studies and Research, University of Regina

Year dc:date.issued

2025

Author dc:creator

• Matthews, Avery Thomas

Advisor dc:contributor.advisor

• Thompson, S. Anthony

Committee members dc:contributor.committeemember

• Lugt, Jenn de
• Couros, Alec

Language dc:language.iso

en

DOI

https://doi.org/10.82465/3820

OAI identifier oai:identifier

oai:uregina.scholaris.ca:10294/16823