Generative AI in Higher Education: Students' Perspectives on Adoption, Ethical Concerns, and Academic Impact

Basit Öğe Kaydı
dc.authorid0000-0002-9776-5119
dc.contributor.authorAdali, Gokce Karahan
dc.contributor.authorBilgili, Asiye
dc.date.accessioned2026-01-31T15:09:02Z
dc.date.available2026-01-31T15:09:02Z
dc.date.issued2025
dc.departmentİstanbul Beykent Üniversitesi
dc.description.abstractThis study explores the adoption patterns of Generative Artificial Intelligence (GenAI) tools among 226 university students from various departments in Turkish higher education institutions, revealing unexpected relationships between age, discipline, and ethical concerns.Through quantitative analysis of university students' survey responses, three distinct clusters of GenAI users' re indentified: high adopters with low ethical concerns, moderate adopters with high ethical awareness, and low adopters with moderate ethical considerations. Notably, the findings challenge the prevalent assumption about younger students' technology adoption, revealing a strong positive correlation between age and AI tool preferences (r=.858, p<.01). The study also revealed significant gender and disciplinary variations, with female and non-STEM students expressing stronger ethical concerns (p<.05 and p<.01, respectively). While students recognized GenAI's potential to enhance academic productivity, they expressed concerns about misinformation, plagiarism, and AI-enabled inequalities. These findings suggest the need for differentiated approaches to AI integration in higher education, considering age-based adoption patterns and discipline-specific variations. The results call for targeted institutional policies addressing ethical literacy, disciplinary needs, and equitable AI access. This research contributes to the growing discourse on GenAI in higher education by providing evidence-based insights for developing more nuanced and effective AI integration strategies.
dc.identifier.doi10.26650/acin.1670197
dc.identifier.endpage166
dc.identifier.issn2602-3563
dc.identifier.issue1
dc.identifier.startpage147
dc.identifier.urihttps://doi.org./10.26650/acin.1670197
dc.identifier.urihttps://hdl.handle.net/20.500.12662/10795
dc.identifier.volume9
dc.identifier.wosWOS:001514535400001
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Science
dc.language.isoen
dc.publisherIstanbul Univ
dc.relation.ispartofActa Infologica
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20260128
dc.subjectGenerative AI
dc.subjectHigher Education
dc.subjectEthical Concerns
dc.subjectTechnology Adoption
dc.titleGenerative AI in Higher Education: Students' Perspectives on Adoption, Ethical Concerns, and Academic Impact
dc.typeArticle

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