Students’ Perspectives on Generative AI’s Role in Transforming, Challenging, and Enhancing Higher Education Learning Practices in Education

Abstract

This study explored higher education students’ perspectives on the integration of generative artificial intelligence (GenAI) tools within the context of Education 4.0. Based on the best practices on academic transformation using qualitative interview studies focused on 26 undergraduate and postgraduate course students of the University of Sargodha, the study explores the current revolutionized role of GenAI in augmenting academic practice, improving their learning efficiencies, and disrupting the past learning paradigm. Results of thematic analysis identified five themes on the patterns of use of GenAI, academic enhancement and efficiency, critical engagement and thinking, learning outcomes, changes in skills, and ethical and collaborative aspects. The results show that, even though students heavily rely on GenAI applications like ChatGPT, Copilot, and DALL•E to complete various assignments, conduct research, and be creative, their experience depends on the level of active interaction and moral sensitivity. GenAI has a beneficial influence on conceptual clarity, time management, and academic results, but excessive use can hinder the development of critical analysis and learning. The overall conclusion of the study is that responsible and reflective behavior of GenAI can facilitate transformative learning. However, the necessary support must be based on clear policies, digital literacy education, and education-oriented pedagogical strategies delivered by the institutions in the vicinity of Education.

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