Generative Artificial Intelligence in Higher Education: Transformative Potential in Teaching Planning and Evaluation
DOI:
https://doi.org/10.70577/asce.v5i2.853Keywords:
Generative artificial intelligence (GAI), Higher education, AI-assisted assessment, Teacher.Abstract
The emergence of generative artificial intelligence (GAI) in educational settings presents new opportunities and challenges for university teaching. This article explores how tools such as ChatGPT, Copilot, and other similar platforms are transforming academic planning and assessment processes in higher education. Through a mixed-methods approach (N=152 surveys, n=18 interviews), the study analyzed the perceptions, use, and ethical dilemmas of university faculty. The quantitative results indicate that GAI is primarily valued as an efficiency optimizer and is widely used for generating rubrics and item banks. The qualitative findings reveal the emergence of a "strategic teacher-curator," whose effectiveness lies in their ability to apply pedagogical prompt engineering. The main point of contention is AI-assisted assessment, where concerns about algorithmic bias hinder its full adoption in value judgments. The study concludes that GAI accelerates productivity but requires human pedagogical sovereignty to guarantee quality and equity. Guidelines are proposed for training in the ethical and strategic use of these tools.Downloads
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