Topic Editors

Dr. Xin Zhao
Institute of Education, University of Manchester, Manchester M13 9PL, UK
Prof. Dr. Minna Rollins
Richards College of Business, University of West Georgia, Carrollton, GA 30118, USA
Department of Industrial Engineering, University of Salerno, 84084 Fisciano, Italy

Generative Artificial Intelligence in Higher Education

Abstract submission deadline
30 September 2025
Manuscript submission deadline
31 December 2025
Viewed by
784

Topic Information

Dear Colleagues,

Our Topic explores how generative AI (GenAI) affects higher education at various levels and how it shapes teaching, learning, and leadership in higher education worldwide. With the advent of GenAI, the higher education sector must constantly evolve to keep up with the latest technological advances. In particular, the rapid deployment of new tools based on GenAI has renewed the challenge of adopting new tools. Investigating and understanding the implications of GenAI in higher education is critical, in addition to exploring how to adapt the educational environment to ensure that the next generation of students can benefit from GenAI while efforts are made to limit its negative consequences.

Our Topic includes but is not limited to discussing the experiences and consequences of using Gen AI in curriculum and course implementation and its impact on institutions, instructors, and students. Another important aspect concerns formulating new discussions to create a pathway for standard regulation of disruptive technologies such as GenAI.

The institutional level:

  • Empirical studies on Gen AI policy and practice within and across institutions
  • Innovations in Gen AI from higher education
  • AI literacy and digital skills

The program/curriculum level:

  • Gen AI’s effect on assessment and accreditation
  • Implementing Gen AI into a college curriculum across disciplines

The course level focus:

  • Using Gen AI in classrooms, assignments, and assessments.
  • Different disciplines and Gen AI
  • Learning process and outcomes and Gen AI

The instructor-level focus:

  • Integrating GenAI in the classroom activities and assignments
  • Tech skills and GenAI
  • Pedagogy and GenAI

The Student-level focus:

  • Use of GenAI and ethics
  • Case studies on student behavior with GenAI
  • The expectations of GenAI use in a college classroom

Multiple stakeholders’ perspectives:

  • Ethical use of GenAI in higher education
  • Inclusivity and equality in the context of GenAI in higher education
  • Aligning interests among multiple stakeholders in the use of Gen AI (industry/employers, university staff, and students)

Dr. Xin Zhao
Prof. Dr. Minna Rollins
Dr. Marco Carratu
Topic Editors

Keywords

  • generative AI
  • higher education
  • inclusion
  • design
  • instructional responses
  • GenAI pedagogy

Participating Journals

Journal Name Impact Factor CiteScore Launched Year First Decision (median) APC
AI
ai
3.1 7.2 2020 18.9 Days CHF 1600 Submit
Education Sciences
education
2.5 4.8 2011 29.8 Days CHF 1800 Submit
Electronics
electronics
2.6 5.3 2012 16.4 Days CHF 2400 Submit

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Published Papers (1 paper)

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13 pages, 1415 KiB  
Article
The Digitisation of Writing in Higher Education: Exploring the Use of Wordtune as an AI Writing Assistant
by Xin Zhao, Laura Sbaffi and Andrew Cox
Electronics 2025, 14(6), 1194; https://doi.org/10.3390/electronics14061194 - 18 Mar 2025
Viewed by 158
Abstract
Background: Accelerated by the advent of AI-powered writing assistants, writing, as a crucial aspect of higher education assessment and practice, has undergone rapid digitisation in recent decades. However, there is a paucity of empirical research on its use in the everyday practice of [...] Read more.
Background: Accelerated by the advent of AI-powered writing assistants, writing, as a crucial aspect of higher education assessment and practice, has undergone rapid digitisation in recent decades. However, there is a paucity of empirical research on its use in the everyday practice of students and staff. This study explores the use of Wordtune, an AWCF tool, to determine its benefits and limits from a user perspective. Methods: The research was conducted through a large-scale survey of Wordtune users. Descriptive statistics were generated, exploratory and confirmatory factor analysis was performed, and open-ended questions were analysed using content analysis. Results: Wordtune users are typically confident English speakers and use it alongside other tools such as Grammarly and Google translate. Wordtune is perceived by users as offering low-order benefits in terms of rephrasing and writing more grammatically but also as having high-order benefits such as overcoming mental blocks and creating opportunities for language learning. Users acknowledged very few drawbacks to using Wordtune. Conclusions: Our paper concludes with pedagogic suggestions for educators to support the use of AI writing assistants for student language learning. Full article
(This article belongs to the Topic Generative Artificial Intelligence in Higher Education)
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