The study is based on a mixed-methods design involving surveys and focus group interviews at a social sciences faculty in Sweden. A total of 541 students and 128 teachers completed the survey, and five focus groups were conducted.
The results, published in an article in the Journal of University Teaching and Learning Practice, show that generative AI is widespread among students and is used primarily to find inspiration, save time and summarise course literature. At the same time, many participants express concern about the consequences for critical thinking, independent learning and academic integrity.
“The debate about AI in universities often centres on cheating. But our findings show that students and teachers are concerned about much more than that – for example, how the technology affects learning, relationships and society at large,” says Maris Boyd Gillette, one of the researchers behind the study.
The researchers also identify a culture of silence surrounding the use of AI, where both students and teachers feel uncertain about what is permitted or ethically justifiable. This uncertainty risks creating mistrust and undermining collaboration in educational settings.
The article therefore argues that universities should develop forums for dialogue and shared reflection on the use of AI. By incorporating educational, social and environmental perspectives, universities can better address the ethical issues that arise as the technology develops.
“Rather than trying to resolve the AI issue once and for all, universities need to create forums where students and teachers can discuss together how the technology is used and what consequences it has,” says Maris Boyd Gillette.
