View in EDS

The Impact of Generative Artificial Intelligence on Academic Assessment in Bhutanese Higher Education: Lecturers' Perspectives

Saved in:
Bibliographic Details
Title: The Impact of Generative Artificial Intelligence on Academic Assessment in Bhutanese Higher Education: Lecturers' Perspectives
Language: English
Authors: Kuenzang Dorji (ORCID 0009-0006-5474-3071)
Source: Asian Journal of Contemporary Education. 2026 10(1):72-88.
Availability: AESS Publications. 2637 East Atantic Boulevaard #43110, Pompano Beach, FL 33062. e-mail: editor@aessweb.com; Web site: http://www.aessweb.com/journals/5052
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Artificial Intelligence, Technology Uses in Education, Technology Integration, Higher Education, Educational Assessment, Student Evaluation, Foreign Countries, Educational Benefits, Responsibility, Integrity, Ethics, Plagiarism, Educational Policy, Instructional Innovation, Planning
Geographic Terms: Bhutan
ISSN: 2617-1252
Abstract: This study explored the impact of general artificial intelligence (GenAI) on assessment in Bhutanese higher education through lecturers' perspectives. A mixed-methods research design was employed, combining quantitative survey responses from 76 lecturers with qualitative data from open-ended questions. The findings indicated that lecturers recognize the increasing use of GenAI tools by students in academic tasks. While many perceive educational benefits when such tools are used responsibly, there are significant concerns about potential undermining of academic integrity through plagiarism, over-dependence, and skill erosion. The results also suggest a strong willingness to adapt assessment approaches to account for GenAI; however, levels of preparedness vary due to limited familiarity with GenAI tools and institutional support. Furthermore, the study highlights a notable gap in institutional support systems. Although lecturers are open to change and innovation, institutional responses lag behind the pace of technological adoption. To ensure effective integration of GenAI in higher education, institutions must develop clear policies and invest in faculty development initiatives that promote informed use of AI technologies. The study provides a foundational understanding to inform future policies, teaching innovations, and institutional planning in the era of GenAI-advanced education in Bhutan.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499633
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1499633
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1499633
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Impact of Generative Artificial Intelligence on Academic Assessment in Bhutanese Higher Education: Lecturers' Perspectives
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kuenzang+Dorji%22">Kuenzang Dorji</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-5474-3071">0009-0006-5474-3071</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Asian+Journal+of+Contemporary+Education%22"><i>Asian Journal of Contemporary Education</i></searchLink>. 2026 10(1):72-88.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: AESS Publications. 2637 East Atantic Boulevaard #43110, Pompano Beach, FL 33062. e-mail: editor@aessweb.com; Web site: http://www.aessweb.com/journals/5052
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Assessment%22">Educational Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Responsibility%22">Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Integrity%22">Integrity</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Plagiarism%22">Plagiarism</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Innovation%22">Instructional Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Planning%22">Planning</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Bhutan%22">Bhutan</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2617-1252
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study explored the impact of general artificial intelligence (GenAI) on assessment in Bhutanese higher education through lecturers' perspectives. A mixed-methods research design was employed, combining quantitative survey responses from 76 lecturers with qualitative data from open-ended questions. The findings indicated that lecturers recognize the increasing use of GenAI tools by students in academic tasks. While many perceive educational benefits when such tools are used responsibly, there are significant concerns about potential undermining of academic integrity through plagiarism, over-dependence, and skill erosion. The results also suggest a strong willingness to adapt assessment approaches to account for GenAI; however, levels of preparedness vary due to limited familiarity with GenAI tools and institutional support. Furthermore, the study highlights a notable gap in institutional support systems. Although lecturers are open to change and innovation, institutional responses lag behind the pace of technological adoption. To ensure effective integration of GenAI in higher education, institutions must develop clear policies and invest in faculty development initiatives that promote informed use of AI technologies. The study provides a foundational understanding to inform future policies, teaching innovations, and institutional planning in the era of GenAI-advanced education in Bhutan.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1499633
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1499633
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 72
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Educational Assessment
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Educational Benefits
        Type: general
      – SubjectFull: Responsibility
        Type: general
      – SubjectFull: Integrity
        Type: general
      – SubjectFull: Ethics
        Type: general
      – SubjectFull: Plagiarism
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Instructional Innovation
        Type: general
      – SubjectFull: Planning
        Type: general
      – SubjectFull: Bhutan
        Type: general
    Titles:
      – TitleFull: The Impact of Generative Artificial Intelligence on Academic Assessment in Bhutanese Higher Education: Lecturers' Perspectives
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Kuenzang Dorji
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-electronic
              Value: 2617-1252
          Numbering:
            – Type: volume
              Value: 10
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Asian Journal of Contemporary Education
              Type: main
ResultId 1