Role of AI and the Changing Attitudes of Students — Positives & Negatives
##plugins.themes.academic_pro.article.sidebar##
Downloads
##plugins.themes.academic_pro.article.main##
Abstract
This study explores evolving attitudes of students and faculty toward the use of AI in higher education. It investigates both the positive outcomes—such as improved confidence, creativity and productivity and the challenges, including over-dependence superficial learning, and ethical dilemmas.
Design/methodology/approach A mixed-method design was adopted. Data was collected from 69 students and 6 faculty members at NSBT in June 2025 through structured Google Forms surveys, classroom discussions, and written reflections. Responses were analyzed using descriptive statistics, reliability analysis, and hypothesis testing. Findings Results indicate a significant rise in AI use, particularly for assignments, writing, and quick problem-solving. While students reported higher confidence and creativity, faculty observed a growing gap between polished digital outputs and genuine cognitive understanding. Both groups expressed the need for structured guidance and institutional frameworks.
Originality/value This is one of the first studies from an Indian management institute that documents parallel perspectives of students and faculty on AI in the classroom, offering actionable insights for policy and practice
##plugins.themes.academic_pro.article.details##
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
- Kumar, A. (2024). “Redefining Student Performance in the AI Era.” Economic & Political Weekly.
- Singh, R. (2023). The Rise of ChatGPT in Indian Classrooms: Tool or Temptation? Indian Journal of EdTech, 12(4), 55–68.
- Holmes, W., Bialik, M., & Fadel, C. (2022). Artificial Intelligence in Education: Promises and Implications. World Educational Studies, 33(1), 20–35.
- UNESCO. (2022). The Impact of AI on Education: Ethics, Challenges, and Opportunities. Paris: UNESCO Publishing
- Alshahrani, H., & Ward, R. (2022). Artificial intelligence in higher education: A systematic review. Education and Information Technologies, 27(4), 4957–4981. https://doi.org/10.1007/s10639-021-10759-0
- Bai, H., Hew, K. F., & Huang, B. (2021). Does artificial intelligence in education improve learning outcomes? A meta-analysis. Educational Research Review, 32, 100374. https://doi.org/10.1016/j.edurev.2020.100374.
- Nguyen, A., Gardner, L., & Sheridan, D. (2021). A multi-level framework for the adoption of artificial intelligence in higher education. Computers & Education, 163, 104099. https://doi.org/10.1016/j.compedu.2020.104099.
- Selwyn, N. (2019). Should Robots Replace Teachers? AI and the Future of Education. Polity
- Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education: Where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 1–27. https://doi.org/10.1186/s41239-019-0171-0.
- Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.
- Brynjolfsson, E., & McAfee, A. (2017). Artificial Intelligence: The Ambiguous Revolution in the Classroom. Harvard Education Review, 87(2), 164–179.
- Luckin, R. et al. (2016). Intelligence Unleashed: An Argument for AI in Education. Pearson.