Longitudinal insights into AI in education: Usage, ethics, and policy development in higher education

Abstract

Since the launch of ChatGPT in November of 2022, its role in education has been a focal point of debate, with discussions centering on whether it will revolutionize learning, prove to be a temporary trend, or mark a significant technological shift. While initial studies have explored artificial intelligence's (AI) impact on specific classes and institutions, there has been a severe lack of longitudinal research within teacher education programs. This study addresses this gap by analyzing four semesters of data on the evolving use and ethical perceptions of generative AI among students in a teacher education program at a university in the Midwestern United States. Surveys conducted with over 300 students over this time reveal the growing use of GenAI in their educational practices. The findings indicate significant growth in the use of AI for assessment preparation and studying, with usage rates rising from 57% to 83% and 44% to 76%, respectively. The study also examined the ethical considerations surrounding AI use, identifying ongoing uncertainty and a statistically significant difference in ethical perceptions between AI users and non-users. Additionally, the research highlighted how students perceived the integration of AI into teaching and its impact on academic performance. Findings emphasize the need for teacher education programs to incorporate AI training and address ethical concerns comprehensively and formally.

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