Aug 2026· Foresight and STI Governance· Vol 20, pp. 34197· 0 citations· 44 references
TL;DR
Qualitative content analysis on a purposive corpus of 46 documents shows that AI is strongest in codifiable and routine tasks such as basic educational content generation, objective grading, literature processing, drafting, and administrative support.
Abstract
The literature examining the impact of artificial intelligence (AI) on higher education often boils down to the question of whether AI will replace teachers. This study examines the issue more broadly — through the lens of the diverse nature of academic tasks. A multidimensional analysis is conducted to show how academic work is being redistributed among tasks that AI can replace, augment, or cannot meaningfully displace. The study uses qualitative content analysis on a purposive corpus of 46 documents, including scientific papers, reports, policy and practitioner texts, and higher education commentary published between 2020 and 2026. A 3×3 analytical matrix was developed, reflecting the degree of distribution of functions between humans and AI ("Replace," "Augment," or "Human-dominant") across three basic dimensions of academic activity (teaching, research, and socio-technical work). The findings show that AI is strongest in codifiable and routine tasks such as basic educational content generation, objective grading, literature processing, drafting, and administrative support. By contrast, tasks involving judgment, ethics, interpretation, mentoring, relationship-building, assessment design, governance, and public trust remain human-dominant. The research concludes that AI does not eliminate academic work; it reorders it, shifting value from content transmission toward learning design, interpretive expertise, and institutional stewardship.
This paper argues that the core problem extends beyond academic dishonesty to a deeper misalignment between assessment practices and the learning outcomes they are intended to measure, and highlights the need for alternative assessment models that emphasize process over product.
Md Zarzees Uddin Shah Chowdhury, Samin Khan· 0 citations
A systematic literature review aims to synthesize existing evidence on the evolving roles of mathematics teachers within AI-enhanced educational contexts and to develop a comprehensive framework explaining role transformation, and contributes a holistic conceptualization of teacher role transformation.
Vaijayanti Aphale, Ketki Kher, Vijayanta Bhurale et al.· Journal of Asia Entrepreneur...· 0 citations
This article re-examines the role of assessment within the rapidly evolving landscape of artificial intelligence (AI), focusing specifically on differentiated instruction, and highlights the potential of AI to not only streamline the assessment process but also cultivate a more equitable and student-centered learning environment.
H. Trinh· VNU Journal of Foreign Studi...· 0 citations
Generative artificial intelligence has become part of the daily academic works for the university students, whether it develops research competence or simply improves the quality and speed of immediate problem solving and response. This integrative literature review examines that question through five related dimensions of undergraduate research competence: information literacy, critical thinking and problem-solving, academic writing, self-regulated learning and research independence, and research ethics. The review synthesizes recent systematic reviews, meta-analyses, empirical studies, and established educational frameworks. However, GenAI looks most useful when it functions as an assistive tool: students use it to possibility generation, feedback receiving, alternatives comparing, or revise their work while retaining responsibility for source evaluation, reasoning, and final decisions. By contrast, substitutive use where the system performs substantial portions of the cognitive or research process creates problems of cognitive offloading, weak source studying, overconfidence, wrong references, and reduced human research independence. The review therefore argues that the central educational issue is not whether the generative artificial intelligence is beneficial or harmful in itself, but under what conditions AI-assisted performance becomes genuine, transferable research competence. Three recurring moderators are especially important: instructional directions, assessment design, and the limit of responsibility respected by the student. The review concludes with a conceptual framework distinguishing assistive from substitutive usage and proposes a research agenda centered on new designs, objective skill assessment, discipline-sensitive studies, and assessments that require students to demonstrate their own reasoning.
Mohamad Rami Al Jundi, Bashar Abdulkareem Alali, Rama Alothman et al.· Research Journal of Maaref U...· 0 citations
AI acts primarily as an amplifying tool rather than an independent driver of academicbehavior, reflecting pre-existing attitudes toward learning and ethics, suggesting pre-existing attitudes toward learning and ethics are reflected.
Aleksandar Vučković, Ernest Vlačić, A. Davidovic· Notitia· 0 citations
The increasing influence of generative Artificial Intelligence (AI), especially in all aspects related to language in higher education, has developed at an increasingly rapid pace. There are no national policies that support the use of AI in higher education in the Philippines; therefore, there is little to no consistency in how different Higher Education Institutions (HEIs) will employ AI within their respective systems. This study evaluates the extent to which AI technology was used by four HEIs in Bulacan, Philippines, for both oral and written tasks among students, teachers, and administrators. Utilizing both the qualitative grounded theory methodology as well as the Delphi method, this study found out that many AI technologies have been utilized by the student, teacher, and administrators for brainstorming ideas, editing documents, developing lessons, preparing materials, and documentation. However, the study also reveals numerous issues associated with the use of AI, including plagiarism, excessive reliance on AI, loss of original thought and creativity. Ultimately, the findings from this study demonstrate a significant need for comprehensive national policies governing the use of AI, consistent and fair enforcement of these policies, as well as significantly increased awareness among educators, students, and administrators regarding the appropriate use of AI. Based on the findings of this study, it is recommended to develop a context-specific national policy framework that provides reasonable and balanced governance and regulation over the development, implementation and use of AI technologies within the Philippines' system of higher education.
Ramil Santos· international journal of eng...· 0 citations
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