Jul 2026· Annual Conference on Innovation and Technology in Computer Science Education· pp. 203-209· 0 citations· 35 references
Computer Science
TL;DR
Strategies for teaching alongside AI tools and future considerations for computing educators and developers to support students' agency, ethical reasoning, and decision-making are discussed.
Abstract
The rapid expansion of artificial intelligence (AI) tools, including generative AI, is reshaping task completion and interaction, leading educational researchers to examine learning opportunities as well as emerging concerns in the present technological landscape. Despite ongoing discussions, it is less clear how students may envision such tools being integrated into computing education. We applied the Technology Acceptance Model and conducted a survey across three tertiary academic institutions in the United States, gathering quantitative and qualitative insights on n = 340 computing students' perspectives. Closed-ended items were examined with descriptive statistics, and an open-ended prompt around AI tool use in computing education was explored through reflexive thematic analysis. We found that 64.1% of students somewhat or strongly agreed that using AI tools (e.g., ChatGPT or GitHub Copilot) made them feel as though they were not truly doing the work themselves. Additionally, 48.8% of students somewhat or strongly agreed that they felt conflicted about using AI tools because competent computing/tech students should be able to figure things out without help. The qualitative themes spoke to instances where students may find adoption beneficial, like ''Expediting and enhancing learning, task completion, and organization,'' or problematic, such as ''Moral concerns and regard for social and environmental impact.'' Based on our results, we discuss strategies for teaching alongside AI tools and future considerations for computing educators and developers to support students' agency, ethical reasoning, and decision-making.
Artificial intelligence (AI) has become increasingly prominent in higher education, offering new possibilities for improving teaching practices and student learning experiences. Despite its growing adoption, limited evidence exists regarding how students perceive the benefits, challenges, and ethical implications associated with AI-supported educational tools, particularly in Sri Lanka. This study explored the perceptions of technical education students toward the use of AI applications in higher education. A mixed-methods approach was adopted, involving 200 students from the University of Moratuwa, German Tech, and NAITA. Data were collected through a structured questionnaire consisting of seven Likert-scale items and semi structured interviews with four open-ended questions. Quantitative data were analyzed using descriptive statistics and Chi-square tests, whereas qualitative responses were examined through thematic analysis. The results indicated that students generally viewed AI applications favorably and acknowledged their usefulness in activities such as research, information retrieval, problem-solving, and individualized learning support. Among the various AI tools, ChatGPT was identified as the most widely used application. Participants also demonstrated positive expectations regarding the future integration of AI into educational settings. Nevertheless, concerns relating to data privacy, algorithmic fairness, academic integrity, excessive dependence on AI-generated outputs, and system transparency were frequently reported. Interview findings further revealed students‟ interest in AI systems capable of providing personalized guidance, improved accessibility, enhanced support for ethical academic practices, and clearer policies governing data usage. Overall, the findings suggest that AI technologies have considerable potential to enrich higher education; however, their successful implementation requires careful attention to ethical, technological, and pedagogical considerations to ensure that educational benefits are achieved while minimizing associated risks.
H. U. C. P. Hewawasam, D. Saparamadu· Sabaragamuwa University Jour...· 0 citations
Different disciplinary differences emerged: students in language-focused disciplines exhibited cautious attitudes regarding AI’s influence on authorship and creativity, whereas those in technical sciences generally regarded AI as a neutral assistant with minimal concern for ethical or cognitive implications.
A. Kereibayeva, Fariza Abdraimova, T. Toktarova et al.· AI@DTESI· 0 citations
The rapid development of artificial intelligence (AI) has transformed many industries, including education. One notable AI tool, ChatGPT, offers significant potential to enhance learning by providing students with instant access to information and personalized feedback. However, its integration into university education raises concerns about academic integrity, reliance on AI, and the potential for misuse. This paper argues that universities should train and encourage students to use ChatGPT, as it is likely to become a common tool in the workplace. By discussing the benefits and challenges of ChatGPT in education, examining existing university policies, and proposing best practices for its use, this paper highlights the importance of preparing students for a future that embraces AI technologies. The paper also critically explores the reasons some universities might choose not to promote ChatGPT, including concerns regarding academic dishonesty, the erosion of critical thinking skills, and the potential stifling of creativity. Through a balanced discussion, the paper presents a nuanced view of how universities can best navigate the inclusion of AI in their academic curricula.
A. Talib· INTERNATIONAL JOURNAL OF SOC...· 0 citations
The study contributes user-derived design requirements that can guide the development of trustworthy and context-appropriate AI-supported learning platforms for undergraduate ICT students in programming-related courses at the two participating universities; broader generalization to other higher education fields requires further research.
Кazimova Dinara, Turmuratova Dinara, Zatyneyko Anatoly et al.· International Journal of Inf...· 0 citations
The rapid adoption of generative artificial intelligence (AI) tools has influenced the way students approach learning, research, communication, and collaboration. This study examines students’ preferred communication methods, their use of AI tools, and perceptions of AI’s contribution to higher-order thinking and team-building skills. A survey-based approach was used to explore students’ experiences and their views regarding the role of AI in academic activities. Communication results showed a strong preference for digital platforms, particularly WhatsApp, email, and Microsoft Teams, while many still rely on in-person meetings. The findings indicate that ChatGPT was the most widely used AI tool among respondents, followed by Gemini and Copilot. Students perceived AI as most beneficial for research and problem-solving activities, while its contribution to critical thinking, coordination, and cooperation was viewed more cautiously. Qualitative responses further revealed that students considered AI most effective when used as a support tool for clarification, feedback, and verification rather than as a replacement for independent learning. The study highlights the importance of promoting responsible AI use that supports, rather than replaces, student engagement, critical thinking, and collaboration.
Danielle Morin· Annals of Social Sciences &a...· 0 citations
The findings show that AI is increasingly seen as a transformative academic tool, especially for research, language learning, writing support and problem‐solving, and despite widespread AI adoption, the study identifies significant gaps in institutional infrastructure and the absence of systematic training programmes.
M. Doğan, B. Kashkhynbay, Zhaniyat Baltabayeva· European Journal of Educatio...· 0 citations
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