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Reluctant, Ambivalent and Progressive: Educators' attitudes towards the use of generative artificial intelligence in Enabling Education.

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Title: Reluctant, Ambivalent and Progressive: Educators' attitudes towards the use of generative artificial intelligence in Enabling Education.
Authors: James, Trixie1, Pike, John2, Andrews, Grant3, Valentine, James4, Brickhill, Michael5, Sharp, Julie6, Ulpen, Tamra2
Source: Journal of University Teaching & Learning Practice. 2025, Vol. 22 Issue 9, p1-24. 24p.
Subject Terms: *Educators' attitudes, *Generative artificial intelligence, *Academic ability, *Academic programs, *Effective teaching, *Higher education, *Learning, *Educational technology
Geographic Terms: Australia
Abstract: The rapidly evolving availability of generative artificial intelligence (GenAI) tools in higher education is disrupting established teaching practices, with universities facing uncertain consequences for both educators and students. This challenge is particularly evident in Enabling Education and Pathway Programs (EEPP) across Australia, which aim to prepare students for undergraduate study by developing core academic literacy skills. Educators in these programs are navigating not only the practical implications of GenAI but also their own beliefs about its educational value. While some see GenAI as a potential aid for student learning, others fear it may undermine the development of essential academic literacies. This study comprises a survey with academics from EEPP at 14 universities across Australia examining their perspectives on GenAI, including personal use in teaching and views on student use. Educators' attitudes fell into three broad categories: Reluctant (GenAI's disruption viewed as a threat to learning), Progressive (GenAI's opportunities viewed as beneficial to learning), and Ambivalent (GenAI viewed with uncertainty or a mixture of Progressive and Reluctant ideas). However, these educators hold a range of views about the impact of GenAI in Enabling Education, often expressed in complex and nuanced ways. Understanding these perspectives is essential for identifying potential barriers to teaching and learning, and for supporting the effective integration of GenAI within EEPP. [ABSTRACT FROM AUTHOR]
Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+University+Teaching+%26+Learning+Practice%22">Journal of University Teaching & Learning Practice</searchLink>. 2025, Vol. 22 Issue 9, p1-24. 24p.
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  Data: The rapidly evolving availability of generative artificial intelligence (GenAI) tools in higher education is disrupting established teaching practices, with universities facing uncertain consequences for both educators and students. This challenge is particularly evident in Enabling Education and Pathway Programs (EEPP) across Australia, which aim to prepare students for undergraduate study by developing core academic literacy skills. Educators in these programs are navigating not only the practical implications of GenAI but also their own beliefs about its educational value. While some see GenAI as a potential aid for student learning, others fear it may undermine the development of essential academic literacies. This study comprises a survey with academics from EEPP at 14 universities across Australia examining their perspectives on GenAI, including personal use in teaching and views on student use. Educators' attitudes fell into three broad categories: Reluctant (GenAI's disruption viewed as a threat to learning), Progressive (GenAI's opportunities viewed as beneficial to learning), and Ambivalent (GenAI viewed with uncertainty or a mixture of Progressive and Reluctant ideas). However, these educators hold a range of views about the impact of GenAI in Enabling Education, often expressed in complex and nuanced ways. Understanding these perspectives is essential for identifying potential barriers to teaching and learning, and for supporting the effective integration of GenAI within EEPP. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: 2025
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