Generative AI in Higher Education: Student Perceptions and a Teaching Framework for Creative Interactive Content Design

Beyond AI-Generated Text: Strengthening Academic Integrity and Critical Thinking in Higher Education

Empirical evidence is contributed from educational action research showing that structured pedagogical interventions can promote the critical, ethical, and responsible use of Generative Artificial Intelligence in education.

Art students' perceptions of the use of AI tools in ESP classrooms

This study addresses the following research question: How do students of applied and dramatic arts perceive the use of artificial intelligence (AI) tools in English for Specific Purposes courses, education and artistic practice? Drawing on theoretical discussions of criticial thinking, pedagogical innovation, creativity and ethical AI integration in education, it examines the pedagogical potentials and limitations of AI-assisted learning in higher education. Based on three-phase sequential multi-method design, it combines qualitative and quantitative approaches. Phase 1 included a Multi-Criteria Analysis (MCA) of eight AI tools, used to assess their suitability for ESP instruction. Phase 2 consisted of a quasi-experimental AI-enhanced ESP intervention implemented with four student groups from the Faculty of Applied Arts and the Faculty of Dramatic Arts. Phase 3 questionnaire-guided semi-structured interviews were conducted to investigate students' perceptions of AI use. A convenience sample of 144 firstand second-year students was included. Data were collected using an MCA quality-criteria checklist (κ = .68), corpora of AI-enhanced exercises and prompts, Likert-scale items (α = .858), semi-structured interviews and digital teacher diaries. Quantitative data were analysed using descriptive statistics and t-tests, while qualitative data were examined through a descriptive-interpretive approach. Across the variables of imotivation, creativity, interactivity and language skills development, the findings indicate that the selected AI tools were generally beneficial for structured language practice, but insufficient on their own for integrative ESP learning. Twee, Perplexity and Ginger Software mainly proved useful, whereas TTS tools and Skybox AI by Blockade Labs required additional pedagogical support. All groups repeatedly emphasised the importance of teacher guidance and human interaction in language learning. Although recognising the usefulness of AI for vocabulary, grammar and pronunciation practice, or in writing and repetitive tasks, students were critical regarding reliability, ecological impact, ethical implications and transparency in AI-based work. The future artists largely rejected the use of AI in creative practices, seeing it as a potential threat to artistic identity. These findings underscore the importance of critical thinking, transparency, trust and ethical awareness in AI-enhanced language teaching and education, and contribute to the limited research on AI tools beyond ChatGPT in ESP teaching for artistic purposes.

SECTION: AI IN TEACHING AND LEARNING PROCESSES Teacher education in times of artificial intelligence: formative challenges and student perceptions 1

Exploring an Educator’s Experience in Higher Education During Generative AI Transformation

This study explored how a higher education educator experienced and made sense of generative artificial intelligence (GenAI) within teaching, peer collaboration, and assessment practices. Using an Interpretative Phenomenological Analysis (IPA) research design, the study focused on a single participant, who is a curriculum leader and instructor at a private European university undergoing rapid shifts in GenAI policy and practice. Data were collected through a semi-structured interview and participant pre-account and analyzed using IPA’s idiographic and interpretative procedures. Findings identified three superordinate themes, including divergent peer adoption of GenAI, pedagogical adaptation and uncertainty, and assessment ambiguity. These illustrate GenAI as an ongoing disruption that reshapes collegial dynamics, teaching approaches, and conceptions of learning and authorship. While GenAI supports accessibility and content simplification, it also raises concerns about student dependency and academic integrity, prompting a shift toward evaluating students’ critical engagement with AI outputs. Interpreted through Mezirow’s transformative learning theory, GenAI emerges as a sustained disorienting dilemma, producing gradual, relational, and ongoing perspective transformation in higher education practice. Future research should extend this work beyond a single-case design to include comparative and longitudinal studies across disciplines and institutions, further examine GenAI-informed assessment models, and the extent to which existing theoretical frameworks capture the relational and evolving nature of AI-mediated educational change.

Revolutionizing Education: Analyzing the Transformative Potential of Generative AI in Learning Environment

ChatGPT has rapidly gained popularity among educators and learners, demonstrating its potential to facilitate interactive learning, personalized assistance, and academic support, and the need for guidelines, digital literacy, and ethical frameworks to ensure productive and balanced use of AI in education.

Impact of AI and Digital Skills Education on University Students' Knowledge and Attitudes toward Generative AI: A Descriptive Evaluation Study

The widespread use of Generative Artificial Intelligence tools among students across different educational levels is reshaping students’ attitude and education experience. They use it in various fields, including idea generation, writing assistance, and content creation. This study investigates the impact of the Modern Digital Skills course offered by the University of Jordan on students' digital literacy in Generative Artificial Intelligence. The study will employ a quantitative approach by conducting pre- and post-course surveys to measure changes in students' knowledge, skills, and attitudes across approximately 1,000 undergraduates from different majors at the university. Key variables include students' understanding of Generative Artificial Intelligence, their confidence in using Generative Artificial Intelligence tools, and their ability to critically evaluate AI-generated content and its ethical implications. The findings will determine whether the course significantly enhances students' knowledge, proficiency, critical thinking, and ethical awareness, while also exploring challenges and opportunities in integrating such a course into the academic curriculum. Ultimately, this study aims to provide insights for curriculum committees and decision-makers at universities in Jordan and the Middle East, emphasizing the importance of designing educational programs that foster essential Artificial Intelligence competencies and prepare students for a professional landscape increasingly shaped by Artificial Intelligence technologies.