AI In Higher Education: Risks and Opportunities From the Academician Perspective

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dc.contributor.authorDogan, Miray
dc.contributor.authorCelik, Arda
dc.contributor.authorArslan, Hasan
dc.date.accessioned2025-01-27T20:14:33Z
dc.date.available2025-01-27T20:14:33Z
dc.date.issued2025
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThis research investigates how artificial intelligence (AI) influences higher education, specifically exploring the perspectives of academicians regarding associated risks and opportunities. The study is aimed at the implementation of AI within university settings and its impact on both educators and students. Given the swift integration of AI, notably the widespread adoption of generative AI in higher education, the article emphasises AI's ability to collect detailed data, providing a deeper understanding of academicians' learning experiences. This, in turn, enables personalised support, allowing academicians to respond more effectively to students' needs and improve the overall educational process. Moreover, the research highlights AI's potential to proactively identify students at risk of failure, offering academicians a comprehensive view for more effective assessment. On the other hand, these advantages and the growing dependence on technology pose challenges, including reduced interaction between academicians and students, shifts in workforce dynamics, concerns about student privacy and disparities in technology access. Acknowledging these issues, the study underscores the importance of preparing academicians and students for the evolving landscape of higher education shaped by AI. It stresses the need for proactive measures to navigate these changes effectively, as they are inevitable. The findings of this study are significant for the field of higher education, as they provide a clear and critical assessment of AI's transformative potential and advocate for proactive measures to navigate the changes effectively.
dc.identifier.doi10.1111/ejed.12863
dc.identifier.issn0141-8211
dc.identifier.issn1465-3435
dc.identifier.issue1
dc.identifier.scopus2-s2.0-85210949575
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1111/ejed.12863
dc.identifier.urihttps://hdl.handle.net/20.500.12428/21133
dc.identifier.volume60
dc.identifier.wosWOS:001370454700001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherWiley
dc.relation.ispartofEuropean Journal of Education
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20250125
dc.subjectacademicians
dc.subjectartificial intelligence
dc.subjecthigher education
dc.subjectqualitative study
dc.titleAI In Higher Education: Risks and Opportunities From the Academician Perspective
dc.typeArticle

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