Durable Skills in the Age of AI: A Study of Canadian College Student Perspectives

Abstract

This study investigates the impact of generative AI tools on teaching and learning within the Canadian college context. Despite the global emergence of data on AI usage in education, there is a notable gap in research specific to Canadian institutions broadly and colleges in particular. This research aims to understand students' perceptions of AI and its role in developing durable skills such as critical thinking, communication, and creativity. Through an online survey, the study examines students’ familiarity with AI tools like ChatGPT as well as their self-reported perceptions about the impact of this new technology on the development of durable skills. Students recognize the potential of generative AI to aid in learning but also express concerns about reliability, ethical implications, and the impact on skill development. The study underscores the importance of responsible AI use and continuous adaptation and integration into pedagogy to help support students’ development of durable skills. The authors propose that, while AI offers significant opportunities for enhancing education, its integration must be carefully managed to ensure it supports rather than undermines the development of these essential skills.

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