Additional Readings
An, Y., Yu, J. H., & James, S. (2025). Investigating the higher education institutions’ guidelines and policies regarding the use of generative AI in teaching, learning, research, and administration. International Journal of Educational Technology in Higher Education, 22(1), 1–23. https://doi.org/10.1186/s41239-025-00507-3
Anghelescu, A., Ciobanu, I., Munteanu, C., Anghelescu, L. A. M., & Onose, G. (2023). ChatGPT: “to be or not to be” … in academic research. The human mind’s analytical rigor and capacity to discriminate between AI bots’ truths and hallucinations. Balneo & PRM Research Journal, 14(4), 1–9. https://doi.org/10.12680/balneo.2023.614
Haddley, J. A., & Ardito, C. G. (2024). Generative AI in assessment: Towards understanding the student view. MSOR Connections, 23(1), 4–14. https://doi.org/10.21100/msor.v23i1.1515
Khlaif, Z. N., Ayyoub, A., Hamamra, B., Bensalem, E., Mitwally, M. A. A., Ayyoub, A., Hattab, M. K., & Shadid, F. (2024). University teachers’ views on the adoption and integration of generative AI tools for student assessment in higher education. Education Sciences, 14(10), 1090. https://doi.org/10.3390/educsci14101090
Kumar, S., Gunn, A., Rose, R., Pollard, R., Johnson, M., & Ritzhaupt, A. D. (2024). The role of instructional designers in the integration of generative artificial intelligence in online and blended learning in higher education. Online Learning, 28(3), 207–231. https://doi.org/10.24059/olj.v28i3.4501
Luo, J. (2024). A critical review of GenAI policies in higher education assessment: A call to reconsider the “originality” of students’ work. Assessment & Evaluation in Higher Education, 49(5), 651–664. https://doi.org/10.1080/02602938.2024.2309963
Magrill, J., & Magrill, B. (2024). Preparing educators and students at higher education institutions for an AI-driven world. Teaching & Learning Inquiry, 12, 1–9. https://doi.org/10.20343/teachlearninqu.12.16
NaYoung Song. (2024). Higher education crisis: Academic misconduct with generative AI. Journal of Contingencies & Crisis Management, 32(1), 1–3. https://doi.org/10.1111/1468-5973.12532
Pavlenko, O., & Syzenko, A. (2024). Using ChatGPT as a learning tool: A study of ukrainian students’ perceptions. Arab World English Journal, 252–264. https://doi.org/10.24093/awej/ChatGPT.17
Roe, J., Perkins, M., & Furze, L. (2024). Deepfakes and higher education: A research agenda and scoping review of synthetic media. Journal of University Teaching & Learning Practice, 21(10), 1–22. https://doi.org/10.53761/2y2np178
Wang, L., & Ren, B. (2024). Enhancing academic writing in a linguistics course with generative AI: An empirical study in a higher education institution in Hong Kong. Education Sciences, 14(12), 1329. https://doi.org/10.3390/educsci14121329
