Navigating uncertainty: university teachers’ experiences and perceptions of generative artificial intelligence in teaching and learning
Top Cited Papers
Open Access
- 1 September 2025
- journal article
- Published by Taylor & Francis in Studies in Higher Education
- Vol. 51 (9) , 1-16
Abstract
No abstract availableFunding Information
- Marcus och Amalia Wallenbergs minnesfond (2020.0138)
This publication has 31 references indexed in Scilit:
- Situating AI in assessment—an exploration of university teachers’ valuing practicesAI and Ethics, 2024
- Generative AI chatbots in higher education: a review of an emerging research areaHigher Education, 2024
- Generative AI and higher education: a review of claims from the first months of ChatGPTHigher Education, 2024
- Automation and Assessment: Exploring Ethical Issues of Automated Grading Systems from a Relational Ethics Approach2024
- Waiting for the revolution: how higher education institutions initially responded to ChatGPTHigher Education, 2024
- The impact of generative AI on higher education learning and teaching: A study of educators’ perspectivesComputers and Education: Artificial Intelligence, 2024
- Mapping the global evidence around the use of ChatGPT in higher education: A systematic scoping reviewEducation and Information Technologies, 2023
- University teachers' perceptions of responsibility and artificial intelligence in higher education - An experimental philosophical studyComputers and Education: Artificial Intelligence, 2023
- Discourses of artificial intelligence in higher education: a critical literature reviewHigher Education, 2022
- Drawn to distraction: A qualitative study of off-task use of educational technologyComputers & Education, 2015