Generative AI in Higher Education: Students’ Perspectives on Adoption, Ethical Concerns, and Academic Impact

Gökçe Karahan Adalı; Asiye Bilgili

Makale detayları

Generative AI in Higher Education: Students’ Perspectives on Adoption, Ethical Concerns, and Academic Impact

Yazarlar:

Gökçe Karahan Adalı | Asiye Bilgili

Yayıncı:

Istanbul University

Ana Başlıklar:

Yapay Zeka (Diğer)

Dergi:

Acta Infologica Vol.9 Issue 1, pp.147-166

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001354883

pISSN:

2602-3563

Anahtar kelimeler:

Özet:

 This study explores the adoption patterns of Generative Artificial Intelligence GenAI tools among 226 university students from various departments in Turkish higher education institutions, revealing unexpected relationships between age, discipline, and ethical concerns.Through quantitative analysis of university students survey responses, three distinct clusters of GenAI users re indentified: high adopters with low ethical concerns, moderate adopters with high ethical awareness, and low adopters with moderate ethical considerations. Notably, the findings challenge the prevalent assumption about younger students technology adoption, revealing a strong positive correlation between age and AI tool preferences r.858, p.01. The study also revealed significant gender and disciplinary variations, with female and non-STEM students expressing stronger ethical concerns p.05 and p.01, respectively. While students recognized GenAIs potential to enhance academic productivity, they expressed concerns about misinformation, plagiarism, and AI-enabled inequalities. These findings suggest the need for differen tiated approaches to AI integration in higher education, considering age-based adoption patterns and discipline-specific variations. The results call for targeted institutional policies addressing ethical literacy, disciplinary needs, and equitable AI access. This research contributes to the growing discourse on GenAI in higher education by providing evidence-based insights for developing more nuanced and effective AI integration strategies.

 This study explores the adoption patterns of Generative Artificial Intelligence GenAI tools among 226 university students from various departments in Turkish higher education institutions, revealing unexpected relationships between age, discipline, and ethical concerns.Through quantitative analysis of university students survey responses, three distinct clusters of GenAI users re indentified: high adopters with low ethical concerns, moderate adopters with high ethical awareness, and low adopters with moderate ethical considerations. Notably, the findings challenge the prevalent assumption about younger students technology adoption, revealing a strong positive correlation between age and AI tool preferences r.858, p.01. The study also revealed significant gender and disciplinary variations, with female and non-STEM students expressing stronger ethical concerns p.05 and p.01, respectively. While students recognized GenAIs potential to enhance academic productivity, they expressed concerns about misinformation, plagiarism, and AI-enabled inequalities. These findings suggest the need for differen tiated approaches to AI integration in higher education, considering age-based adoption patterns and discipline-specific variations. The results call for targeted institutional policies addressing ethical literacy, disciplinary needs, and equitable AI access. This research contributes to the growing discourse on GenAI in higher education by providing evidence-based insights for developing more nuanced and effective AI integration strategies.

 This study explores the adoption patterns of Generative Artificial Intelligence GenAI tools among 226 university students from various departments in Turkish higher education institutions, revealing unexpected relationships between age, discipline, and ethical concerns.Through quantitative analysis of university students survey responses, three distinct clusters of GenAI users re indentified: high adopters with low ethical concerns, moderate adopters with high ethical awareness, and low adopters with moderate ethical considerations. Notably, the findings challenge the prevalent assumption about younger students technology adoption, revealing a strong positive correlation between age and AI tool preferences r.858, p.01. The study also revealed significant gender and disciplinary variations, with female and non-STEM students expressing stronger ethical concerns p.05 and p.01, respectively. While students recognized GenAIs potential to enhance academic productivity, they expressed concerns about misinformation, plagiarism, and AI-enabled inequalities. These findings suggest the need for differen tiated approaches to AI integration in higher education, considering age-based adoption patterns and discipline-specific variations. The results call for targeted institutional policies addressing ethical literacy, disciplinary needs, and equitable AI access. This research contributes to the growing discourse on GenAI in higher education by providing evidence-based insights for developing more nuanced and effective AI integration strategies.

 This study explores the adoption patterns of Generative Artificial Intelligence GenAI tools among 226 university students from various departments in Turkish higher education institutions, revealing unexpected relationships between age, discipline, and ethical concerns.Through quantitative analysis of university students survey responses, three distinct clusters of GenAI users re indentified: high adopters with low ethical concerns, moderate adopters with high ethical awareness, and low adopters with moderate ethical considerations. Notably, the findings challenge the prevalent assumption about younger students technology adoption, revealing a strong positive correlation between age and AI tool preferences r.858, p.01. The study also revealed significant gender and disciplinary variations, with female and non-STEM students expressing stronger ethical concerns p.05 and p.01, respectively. While students recognized GenAIs potential to enhance academic productivity, they expressed concerns about misinformation, plagiarism, and AI-enabled inequalities. These findings suggest the need for differen tiated approaches to AI integration in higher education, considering age-based adoption patterns and discipline-specific variations. The results call for targeted institutional policies addressing ethical literacy, disciplinary needs, and equitable AI access. This research contributes to the growing discourse on GenAI in higher education by providing evidence-based insights for developing more nuanced and effective AI integration strategies.

Makale detayları

Generative AI in Higher Education: Students’ Perspectives on Adoption, Ethical Concerns, and Academic Impact

Yazarlar:

Gökçe Karahan Adalı | Asiye Bilgili

Yayıncı:

Istanbul University

Ana Başlıklar:

Yapay Zeka (Diğer)

Dergi:

Acta Infologica Vol.9 Issue 1, pp.147-166

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001354883

pISSN:

2602-3563

Generative AI

Higher Education

Ethical Concerns

Technology Adoption

Sayı

Makale detayları

Generative AI in Higher Education: Students’ Perspectives on Adoption, Ethical Concerns, and Academic Impact

Yazarlar: Gökçe Karahan Adalı | Asiye Bilgili

Yayıncı: Istanbul University

Ana Başlıklar: Yapay Zeka (Diğer)

Dergi: Acta Infologica Vol.9 Issue 1, pp.147-166

Belge Tipi: Makale

Yayın Tarihi: 6/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001354883

pISSN: 2602-3563

Generative AI

Higher Education

Ethical Concerns

Technology Adoption

Sayı

Yazarlar:

Gökçe Karahan Adalı | Asiye Bilgili

Yayıncı:

Istanbul University

Ana Başlıklar:

Yapay Zeka (Diğer)

Dergi:

Acta Infologica Vol.9 Issue 1, pp.147-166

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001354883

pISSN:

2602-3563