GENERATIVE AI IN HIGHER EDUCATION:

Abstract

Generative artificial intelligence is revolutionising higher education by redefining learning, teaching, and academic integrity. AI-based tools such as ChatGPT can support students by explaining complex concepts, generating ideas, and providing rapid feedback. They can also assist educators in developing learning activities, creating instructional materials, and tailoring content to meet diverse student needs. Hence, generative AI presents important opportunities to advance pedagogical innovation. This paper studies generative AI in higher education through the interrelated dimensions of innovation, anxiety, and ethical responsibility. Using evidence from scholarly literature and institutional sources, it contends that universities should adopt a balanced approach rather than relying on simplistic responses such as total prohibition or unrestricted adoption. The central concern is not whether generative AI can be used in higher education, but rather how it can be integrated responsibly without compromising meaningful learning. The paper also highlights the importance of establishing clear institutional policies, promoting AI literacy for students and educators, strengthening transparent disclosure of AI practices, and designing assessment methods that prioritise reasoning, learning processes, and critical reflection. Lastly, the paper concludes that ethical and accountable integration of generative AI requires a balanced framework that recognizes its educational potential while addressing the ethical risks it introduces.