Integration Of Higher Education Research Articles

Assessing attitudes and impact of AI integration in higher education

PurposeThis study aims to examine the integration of AI in student engagement and its benefits in the learning environment.Design/methodology/approachThe study employed a quantitative research method, analyzing data from a sample of 720 students. The econometric data analysis used the structural equation modeling (SEM) technique.FindingsThe results show that facilitating conditions and performance expectations positively affect students’ attitudes toward AI, whereas the negative impact of perceived risk is statistically weak and only marginally significant at the 90% level. On the other hand, the main findings are that attitudes significantly influence the use of AI, which consequently increases students’ productivity, performance, and self-efficacy.Research limitations/implicationsThrough the integration of new variables in the TAM and UTAUT models, steps are suggested for institutions to take to increase the acceptance and efficiency of AI.Originality/valueThis study introduces a novel approach to AI integration within higher education, presenting an innovative model that significantly enhances the discourse on AI’s tangible impacts on educational processes.

Performance evaluation of industry-education integration in higher education from the perspective of coupling coordination-an empirical study based on Chongqing.

The coupling coordination between higher education and regional industries is an effective way to enhance the performance of industry-education integration and an important driving force for promoting sustainable economic and social development. This article aims to evaluate the performance level of industry-education integration in higher education from the perspective of coupling coordination between industry and education, and to analyze its sustainable development trends. To achieve this, a framework for the industry-education complex system is constructed based on the theory of coupling coordination, and a performance evaluation model for industry-education integration is established. The "structure-conduct-performance" (S-C-P) analysis paradigm of industrial organization theory is used to design a performance evaluation indicator system, and the entropy weight method is applied to assign weights to the indicator system. Empirical research is conducted on Chongqing based on statistical data from 2000 to 2022. The results show that: (1) During the sample period, the construction effectiveness of industry-education integration in higher education in Chongqing is relatively significant, and the coordination level between regional industries and higher education continues to rise. (2) The orderly development level of the two subsystems of regional industries and higher education alternately rises, jointly promoting the continuous improvement of the performance level of industry-education integration, which is the main driving factor for performance improvement. (3) The stagnation of the coupling strength between regional industries and higher education is a key obstacle to further improving the performance of industry-education integration. Industry-education integration is a systematic project that should be promoted collaboratively from the perspectives of the regional industrial subsystem, higher education subsystem, industry-education complex system, and external environment to continuously enhance the performance level.

Evolving intersections: AI, disability, and academic integrity in higher education

Evolving intersections: AI, disability, and academic integrity in higher education

Examining AI Guidelines in Canadian Universities: Implications on Academic Integrity in Academic Writing

Academic integrity is a crucial aspect of higher education that fosters intellectual honesty and upholds the principles of fairness and trustworthiness (Stoez & Eaton, 2020; Kang, 2022; Eaton, 2022). As the introduction and integration of artificial intelligence (AI) technologies becomes increasingly prevalent in educational settings, it is imperative to examine how Canadian universities are addressing the implications of AI on academic integrity (Eaton, 2022; UNESCO, 2023). This study aimed to examine the existing AI guidelines and policies developed and implemented by Canadian universities and analyze their alignments and gaps in relation to their academic integrity policies, particularly in the domain of academic writing in Canadian higher education contexts. In this research study, sixteen Canadian universities were selected for document analysis, and through an examination of their existing polices and guidelines on AI, results revealed insights into both challenges and opportunities for faculty, students and stakeholders around teaching academic writing while upholding academic integrity in higher education.

ChatGPT Unveiled: Understanding Perceptions of Academic Integrity in Higher Education - A Qualitative Approach

AbstractThe purpose of this research is to gain a complete understanding of how students and faculty in higher education perceive the role of AI tools, their impact on academic integrity, and their potential benefits and threats in the educational milieu, while taking into account ways to help curb its disadvantages. Drawing upon a qualitative approach, this study conducted in-depth interviews with a diverse sample of faculty members and students in higher education, in universities across Lebanon. These interviews were analyzed and coded using NVivo software, allowing for the identification of recurring themes and the extraction of rich qualitative data. The findings of this study illuminated a spectrum of perceptions. While ChatGPT and AI tools are recognized for their potential in enhancing productivity, promoting interactive learning experiences, and providing tailored support, they also raise significant concerns regarding academic integrity. This research underscores the need for higher education institutions to carefully navigate the integration of AI tools like ChatGPT. It calls for the formulation of clear policies and guidelines for their ethical and responsible use, along with comprehensive support and training. This study contributes to the existing literature by presenting a comprehensive exploration of the perceptions of both students and faculty regarding AI tools in higher education, through a qualitative rich approach. By delving into the intricate dynamics of ChatGPT and academic integrity, this study offers fresh insights into the evolving educational landscape and the ongoing dialogue between technology and ethics.

Top-ranked U.S. and U.K.’s universities’ first responses to GenAI: key themes, emotions, and pedagogical implications for teaching and learning

The emergence of ChatGPT, a Generative AI program, has sparked discussions about its teaching and learning value, and concerns about academic integrity in higher education (HE). An extant review of the literature indicates that a scarcity of research exists on GenAI, specifically a synthesis of the official views, guidelines and articles of top-ranked universities on the use, limitations, challenges, and opportunities brought by ChatGPT in the early phase when ChatGPT was released in 2022 until early May 2023, which can offer insights into the concerns and recommendations for educators. Using the corpus assisted discourse analysis approach, this study identified the key themes and emotions elicited by evaluations of the ChatGPT situation from a self-built corpus containing 151 articles from 47 top-ranked U.S. universities and 34 U.K. ones. Our findings indicated three prominent themes discussed on official websites, including ChatGPT as a text and content generator, use of ChatGPT in teaching and learning, and potential implications and opportunities of using ChatGPT in HE. Further examination revealed that bias, concern, worry, threat, fear, and trust were the prevailing emotions relating to ChatGPT. Illustrated with examples collected from our corpus, this paper offers an in-depth discussion of universities’ first responses to the use of ChatGPT. The insights gained have some pedagogical implications for academics, researchers and educators and may inform policy and practice in HE on the use of GenAI.

Integration of Technology in Chemistry Education at University Level

Technology integration in chemistry education at the university level is increasingly recognized as a transformative approach to enhance teaching methodologies and improve student learning outcomes. This abstract provides a concise overview of the impact, challenges, and future directions of technology integration based on recent studies and empirical evidence. This study aims to explore the effectiveness of integrating technology, such as virtual laboratories, simulation software, and multimedia resources, in enhancing student engagement and learning in university-level chemistry education. A mixed-methods approach was employed, including surveys and interviews with students and faculty members from multiple universities. Quantitative data from pre- and post-assessments were analyzed to assess learning outcomes, while qualitative insights were gathered to explore perceptions, challenges, and recommendations related to technology integration. Findings indicate that technology-enhanced tools significantly enhance student understanding of chemistry concepts and improve problem-solving skills. Students and faculty members perceive technology as beneficial for creating interactive and dynamic learning environments. However, challenges such as technical issues and faculty resistance require institutional support and professional development initiatives to overcome. The integration of technology in chemistry education holds promise for transforming traditional teaching practices and preparing students for careers in scientific research and industry. Future research should focus on exploring emerging technologies and innovative pedagogical strategies to further optimize technology integration in higher education.

Technological innovations in education: a scoping review on the impact of AI on academic integrity

This study presents a systematic review on the impact of artificial intelligence (AI) on academic integrity in higher education. The main objective was to understand how technological innovations, particularly those related to AI, influence the teaching and learning process. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PAGE et al., 2021) guidelines, the methodology involved searching various databases, including IEEE, SAGE, Scopus, ERIC, ACM, Semantic Scholar, and Web of Science. Out of the 3,484 articles initially retrieved, 31 were considered for discussion. The results highlight a growing trend of research regarding the proposed theme with emphasis on ChatGPT and cheating behavior detection systems, demonstrating concern for ethical issues in the academic environment.

Evaluation of AI content generation tools for verification of academic integrity in higher education

Evaluation of AI content generation tools for verification of academic integrity in higher education

Strengthening and Preserving a Culture of Academic Integrity in Global Higher Educational Settings

Despite efforts to eradicate academic dishonesty in educational settings, the phenomenon persists and cheating is increasingly becoming easier due to the advancement of information technology. Factors like peer pressure, time constraints, stress, and workload contribute to dishonest behavior among students. This article emphasizes the importance of academic integrity in higher education, aiming to prevent dishonesty, understand its effects, and discourage fraudulent activities. Solutions to this problem include fostering a culture of academic integrity throughout institutions and encouraging students to critically evaluate theories, maintain morality, produce unique work, and properly credit sources contributes to preserving a culture of academic integrity. Text-matching and proctored software can aid in detecting offenders and reinforces academic integrity

Implementation of Knowledge Integration in Islamic Higher Education

Knowledge integration in higher education institutions is a crucial topic for advancing academic and practical outcomes. This study investigated the implementation of knowledge integration at UIN Jakarta, focusing on its policies, practices, and philosophical foundations. Using qualitative methods such as document analysis and interviews, the research examines how UIN Jakarta integrates religious and secular knowledge within its academic framework. The findings reveal that UIN Jakarta has established a robust philosophical basis for knowledge integration, emphasizing an open-minded and dialogic approach to learning. Additionally, the university has enacted various policies at both institutional and faculty levels to support this initiative. However, limitations include the lack of comprehensive policies across all faculties and minimal emphasis on community service programs related to knowledge integration. In conclusion, this study provides valuable insights into the challenges and opportunities associated with knowledge integration in Islamic higher education institutions, highlighting the need for further research and evidence-based practices to enhance these efforts.

Generative AI, Research Ethics, and Higher Education Research: Insights from a Scientometric Analysis

In the digital age, the intersection of artificial intelligence (AI) and higher education (HE) poses novel ethical considerations, necessitating a comprehensive exploration of this multifaceted relationship. This study aims to quantify and characterize the current research trends and critically assess the discourse on ethical AI applications within HE. Employing a mixed-methods design, we integrated quantitative data from the Web of Science, Scopus, and the Lens databases with qualitative insights from selected studies to perform scientometric and content analyses, yielding a nuanced landscape of AI utilization in HE. Our results identified vital research areas through citation bursts, keyword co-occurrence, and thematic clusters. We provided a conceptual model for ethical AI integration in HE, encapsulating dichotomous perspectives on AI’s role in education. Three thematic clusters were identified: ethical frameworks and policy development, academic integrity and content creation, and student interaction with AI. The study concludes that, while AI offers substantial benefits for educational advancement, it also brings challenges that necessitate vigilant governance to uphold academic integrity and ethical standards. The implications extend to policymakers, educators, and AI developers, highlighting the need for ethical guidelines, AI literacy, and human-centered AI tools.

Integrity in Three Keys: A Catholic Approach to Integrity in Higher Education

Integrity in Three Keys: A Catholic Approach to Integrity in Higher Education

Agrotechnology Students’ Acceptance on Agriculture Drones Spraying as Practical Tool in Class using the Knowledge, Attitude and Practice (KAP) Model

Agriculture drones are currently becoming a major mechanization for the agricultural industry. Drones have been specifically utilized to improve agricultural activities and hence require a specific skill set to operate effectively and efficiently in the field. Therefore, the future workforce in the agriculture industry is required to learn and accept this new technology. Nonetheless, integrating drone technology into the classroom presents obstacles for students and lecturers as well. Therefore, gaining a deeper comprehension of the numerous facets of drone technology integration in higher education, especially courses related to agrotechnology programs is critical. This quantitative survey used the Knowledge, Attitude, and Practice (KAP) paradigm to investigate agrotechnology students' acceptance of agriculture drones while reducing ambiguity using statistical analysis SPSS 26.0 and employed both descriptive and inferential analysis techniques. The KAP model was employed in a recent survey to ascertain the student's perspective regarding drones within their practical class. In order to gain a deeper understanding of students' knowledge, attitudes, and risk perceptions regarding agriculture drone applications, a closed-ended structured survey was designed. The survey was disseminated to selected University Malaysia Kelantan students specifically further study in agrotechnology and intensive training on handling and practical skill-set of agriculture drone spraying was provided to them. The response from the survey obtained showed that students had a good level of knowledge about the application of agriculture drones (mean score of 4.43), attitude toward the drone application (mean score of 4.56) and practice level of the students showed a mean score of 4.57. The findings from the study revealed that the practical lesson involving agriculture drone spraying had a positive benefit on the agrotechnology student’s skills for their future career endeavor.

Perceived Benefits And Concerns Of AI Integration In Higher Education: Insights From India

Perceived Benefits And Concerns Of AI Integration In Higher Education: Insights From India

Diachronic research on the time of internet use for academic tasks by Spanish-speaking university students in the pre-COVID era

The COVID-19 pandemic forced the digitalization of education to be accelerated to continue the teaching–learning processes in confined populations. The irruption of this fact caused the evolution that had previously been occurring in the integration of digital technologies, and in general information and communication technologies (ICT), in education to be distorted, as their use multiplied exponentially in a few months. However, it is interesting to know how integrating these media and tools in the educational world evolved without having mediated an anomalous event such as the pandemic. This article studies the time university students in Spanish-speaking countries spent using the Internet for educational tasks in the pre-COVID era to determine whether this use was homogeneous in this common geographical and cultural space. Knowledge of these behaviors is valuable for analyzing their relationship with the then-current processes of ICT integration in higher education. It can serve as a basis for comparative studies of these trends and what happened during and after the pandemic. Among them is determining whether specific ICT integration strategies were not pedagogically adequate due to the situation’s urgency. The analysis of this study was descriptive and inferential statistics, based on the survey method with the application of data mining using software R. It was carried out over seven years (2012–2018) and applied to a sample of 2482 students from seven countries. The findings obtained have allowed us to determine that the use of the Internet by Spanish-speaking university students, in general, increased significantly over time in the pre-COVID era, in parallel to a more significant presence in educational processes, with conditioning factors in each country depending on its economy and political and social situation.

Ethical Dimensions of ICT Integration in Higher Education: A Comprehensive Review

In contemporary higher education, the integration of Information and Communication Technology (ICT) has become indispensable, revolutionizing teaching and learning methodologies. However, alongside the benefits, ICT integration brings forth a myriad of ethical considerations that must be addressed to foster a responsible digital culture within educational institutions. This review article delves into the multifaceted realm of ethics surrounding ICT usage in higher education, synthesizing existing literature to provide insights into the ethical challenges faced by educators, administrators, and policymakers. The review explores diverse topics such as digital equity, privacy concerns, academic integrity, and responsible technology use. Moreover, it analyzes the ethical dilemmas arising from the convergence of technology, pedagogy, and morality, offering a sophisticated examination of how educational stakeholders navigate these challenges. Emphasizing the necessity of ethical awareness and proactive actions, the study underscores the importance of fostering a culture of responsible digital citizenship within the educational ecosystem. Ultimately, the paper advocates for intensified efforts to address ethical concerns in ICT integration, ensuring that the transformative potential of technology in education is harnessed while upholding the values and integrity of learning in the digital age. Keywords: ICT integration, Higher education, Ethical issues, Teaching and learning, Digital citizenship

Globalization And Higher Education Institutions: Opportunities and Challenges for Academic Institutions in Implementing ITC

India's educational path has changed dramatically over the years, moving from traditional mentoring and learning practices to creating the second-largest higher education system in the world. The swift development of Information Technology (IT) has accelerated this shift and brought about significant adjustments in the fields of education, services, employment, and business operations. By removing prior barriers, the integration of information, technology, and communication (ICT) within the educational domain has significantly transformed access to learning resources, knowledge, and information. The Covid-19 pandemic's outbreak sped up the adoption of ICT and made it necessary to switch from traditional in-person instruction to remote learning methods during lockdowns. This shift brought with it a multitude of opportunities and difficulties in addition to broadening the scope and adaptability of postsecondary education. This study carefully analyzes the state of IT integration in higher education today, outlining both the benefits and drawbacks of this approach. The study used a quantitative methodology, with questionnaires serving as the main methodological instrument. 86 instructors connected to an Indian university took part in the survey as responders. This study offers important insights for policymakers, educators, and stakeholders to manage the difficulties of the integration in higher education by critically analyzing both the benefits and obstacles. The ultimate goal is to support strategic planning and well-informed decision-making to fully utilize ICT for the advancement of higher education in India and abroad.

An integrated bibliometric analysis and systematic review modelling students’ technostress in higher education

ABSTRACT Technology integration in higher education has been widely recognised for its multifarious benefits. Nevertheless, arising from various factors, the prevalence of technostress poses a substantial impediment to learning effectiveness. In response, this study employs visualisation analysis and systematic review techniques to formulate a comprehensive model that encompasses variables related to technostress. Based on a systematic selection from 1,861 publications, 83 publications were included to model predictors and outcomes of higher-education students’ technostress. Our findings reveal that the COVID-19 pandemic has spurred growing academic interest in technostress, owing to concerns about the stressful and anxious nature of remote learning. Existing research on this topic predominantly relies on technology acceptance models and theories, with ongoing expansions incorporating variables from multiple research domains. In particular, external factors assume pivotal roles as predictors of technostress, along with subdimensions related to technostress. The impact of technostress can be observed in various aspects, such as learning experiences and performance outcomes. The findings of this study provide valuable insights for future research endeavours, facilitating further exploration and informing technology-enhanced teaching practice.

Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives

In recent years, higher education (HE) globally has witnessed extensive adoption of technology, particularly in teaching and research. The emergence of generative Artificial Intelligence (GenAI) further accelerates this trend. However, the increasing sophistication of GenAI tools has raised concerns about their potential to automate teaching and research processes. Despite widespread research on GenAI in various fields, there is a lack of multicultural perspectives on its impact and concerns in HE. This study addresses this gap by examining the usage, benefits, and concerns of GenAI in higher education from a multicultural standpoint. We employed an online survey that collected responses from 1217 participants across 76 countries, encompassing a broad range of gender categories, academic disciplines, geographical locations, and cultural orientations. Our findings revealed a high level of awareness and familiarity with GenAI tools among respondents. A significant portion had prior experience and expressed the intention to continue using these tools, primarily for information retrieval and text paraphrasing. The study emphasizes the importance of GenAI integration in higher education, highlighting both its potential benefits and concerns. Notably, there is a strong correlation between cultural dimensions and respondents’ views on the benefits and concerns related to GenAI, including its potential as academic dishonesty and the need for ethical guidelines. We, therefore, argued that responsible use of GenAI tools can enhance learning processes, but addressing concerns may require robust policies that are responsive to cultural expectations. We discussed the findings and offered recommendations for researchers, educators, and policymakers, aiming to promote the ethical and effective integration of GenAI tools in higher education.