Generative Artificial Intelligence in Higher Education: Challenges, Opportunities and Future Course of Actions to Achieve Sustainable Development Goals
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| Title: | Generative Artificial Intelligence in Higher Education: Challenges, Opportunities and Future Course of Actions to Achieve Sustainable Development Goals |
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| Language: | English |
| Authors: | Nazir Ahmed Jogezai (ORCID |
| Source: | International Journal of Educational Management. 2026 40(1-2):133-157. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Higher Education, College Faculty, Artificial Intelligence, Computer Attitudes, Goal Orientation, Teacher Attitudes, Reliability, Technological Advancement, Sustainable Development, Technology Integration |
| Geographic Terms: | Russia |
| DOI: | 10.1108/IJEM-12-2024-0786 |
| ISSN: | 0951-354X 1758-6518 |
| Abstract: | Purpose: This study explores the challenges, opportunities and future course for the use of generative artificial intelligence (GAI) in higher education to attain the targets of the sustainable development goals (SDG4). Design/methodology/approach: A phenomenological approach within the qualitative research tradition was adopted. Data were collected through semi-structured interviews with 11 purposefully selected university faculty members. A hybrid data analysis procedure was employed, combining the application of a GAI model (ChatGPT 3.5) with validation by the researchers. Findings: The findings revealed several challenges and opportunities that may negatively affect higher education institution (HEIs) in attaining SDG4. The study has also identified significant opportunities and has proposed future courses to align GAI with the purposes of education and attain SDG4. Research limitations/implications: Equitable access to GAI-driven education requires collaboration between governments, academia and private enterprises (Target 4.3). Research-based policies must ensure AI enhances learning without undermining critical skills (Target 4.4). Inclusive AI design can improve accessibility for diverse learners while mitigating biases (Target 4.a). Educators should be empowered to integrate AI while maintaining human-centered learning environments (Target 4.c). Finally, ethical AI guidelines are crucial for fostering global citizenship and sustainable development (Target 4.7). This study underscores the need for strategic policy frameworks to maximize AI's potential in education. Originality/value: This study provides original insights into the educational use of GAI, particularly its facilitation and impediments to HEIs' efforts to achieve SDG4. The findings offer valuable contributions to the ongoing discourse on the integration of emerging technologies in higher education and their alignment with global development objectives. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503078 |
| Database: | ERIC |
| Abstract: | Purpose: This study explores the challenges, opportunities and future course for the use of generative artificial intelligence (GAI) in higher education to attain the targets of the sustainable development goals (SDG4). Design/methodology/approach: A phenomenological approach within the qualitative research tradition was adopted. Data were collected through semi-structured interviews with 11 purposefully selected university faculty members. A hybrid data analysis procedure was employed, combining the application of a GAI model (ChatGPT 3.5) with validation by the researchers. Findings: The findings revealed several challenges and opportunities that may negatively affect higher education institution (HEIs) in attaining SDG4. The study has also identified significant opportunities and has proposed future courses to align GAI with the purposes of education and attain SDG4. Research limitations/implications: Equitable access to GAI-driven education requires collaboration between governments, academia and private enterprises (Target 4.3). Research-based policies must ensure AI enhances learning without undermining critical skills (Target 4.4). Inclusive AI design can improve accessibility for diverse learners while mitigating biases (Target 4.a). Educators should be empowered to integrate AI while maintaining human-centered learning environments (Target 4.c). Finally, ethical AI guidelines are crucial for fostering global citizenship and sustainable development (Target 4.7). This study underscores the need for strategic policy frameworks to maximize AI's potential in education. Originality/value: This study provides original insights into the educational use of GAI, particularly its facilitation and impediments to HEIs' efforts to achieve SDG4. The findings offer valuable contributions to the ongoing discourse on the integration of emerging technologies in higher education and their alignment with global development objectives. |
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| ISSN: | 0951-354X 1758-6518 |
| DOI: | 10.1108/IJEM-12-2024-0786 |
