The 2nd International Symposium on Artificial Intelligence in Higher Education 2025

1627: Modelling Choice as an Approach to Support Critical Evaluation of Generative Artificial Intelligence for Faculty and Their Students
Leigh Wolf & Geraldine O’Neill, University College Dublin.

As higher education grapples with the ethical implications of GenAI, educators face a critical challenge: how to ethically navigate this new landscape while preserving academic integrity and fostering critical thinking.

1860: Mapping the Integration of AI into Business Education: Insights from a Decade of Research
Laurence Espino & Camille Espino, Bulacan State University.

This study systematically maps the evolving landscape of artificial intelligence integration into business education, highlighting dominant research themes, emerging gaps, and future research directions.

1679: Navigating Ethical Landscapes: Enhancing Instructional Efficacy of EAP Practitioners through Generative AI-integrated In-service Professional Development
Wael Alharbi, et al., Yanbu English Language and Foundation Year Institute.

Generative AI is transforming higher education through tools that augment teaching effectiveness, while also introducing concerns around integrity, originality, algorithmic fairness, and instructional transparency.

1907: Generating student-informed teaching and learning conceptual framework for AI in Business Schools
Dr Michael Drummond & Dr Gemma Dale, Liverpool John Moores University.

This presentation considers how business schools can prepare students for AI in future employment through student-informed teaching and learning frameworks.

1697: Perceptions Of Generative AI in the Global South: A Scoping Review
Mike Perkins, et al., British University Vietnam.

This scoping review examines current perceptions of generative AI in higher education across the Global South.

1375: Exploring AI Adoption Factors and Innovation Attributes
Waleed Mugahed Al-Rahmi, Dar Al Uloom University.

This empirical study investigates factors affecting the adoption of AI technologies in higher education institutions using the Technology-Organization-Environment framework.

1703: Beyond prompts and patterns: Insights from a student-staff partnership in an age of GenAI
Elaine Khoo & Kate Parker-Corney, Massey University.

This paper examines how educators and learners might approach GenAI adoption in ways that are democratic and partnership-oriented.

1828: Using GenAI for Objective Structured Clinical Examination preparation
Angelina Lim, et al., Monash University.

This paper explores students’ use of generative AI for OSCE preparation through a retrospective cohort study conducted across 2023 and 2024.

1622: Addressing equity, ethics, and biases in AI in online learning
Alex Kumi Yeboah, State University of New York.

This presentation considers leadership roles for chief online learning officers in addressing ethics, equity, and bias as higher education institutions implement AI tools and technologies.

1457: Artificial Intelligence to enhance learning and maintain academic integrity in higher education
Mingyan Hu & Kely Shoecraft, Griffith University.

This study addresses student perspectives on the use of artificial intelligence in higher education and its relationship with learning and academic integrity.

1535: AI Power Up: Prioritising student learning
Dr Katrina Cutcliffe, et al., University of Southern Queensland.

This project addresses the UNESCO 2024 AI Competency Framework for Students by developing a resource aligned with students as conscious decision-makers regarding AI systems.

1545: AI Literacy in Higher Education: From Knowledge to Practice
Enas Aref & Dr Eliana ElKhoury.

This presentation considers the challenge of moving AI literacy training from isolated coverage of tools, ethics, or policy toward practical implementation.

1584: Strategies Enabling AI Help-Seeking Skills for Higher Education Students
Associate Professor Natasha Dwyer, et al., Victoria University.

This presentation examines generative AI as a tool that creates new learning opportunities while also raising concerns about overreliance and reduced critical thinking.

1537: GenAI, the learner’s digital collaborator
Dr Danielle Ramirez & Associate Professor Jonathan Matheny, Monash University.

This paper positions GenAI as a digital collaborator and considers its relationship with heutagogic, self-determined learning.

1580: Technological acceptance in artificial intelligence for STEM learners
Jun Wei Ng, et al., PSB Academy.

This systematic review considers AI acceptance among STEM learners and the growing phenomenon of human substitution in learning with conversational AI tools.

1719: From Policy to Pedagogy
Breana Bayraktar, George Mason University.

This presentation considers the role of academic development in supporting educators’ ethical decision-making about generative AI.

1470: Higher Education Students’ ChatGPT Use Behaviour
Valentine Joseph Owan, et al., University of Calabar.

This study applies structural equation modelling through a modified UTAUT2 model to understand factors influencing ChatGPT adoption among higher education students.

1716: Teaching with AI
Hanane Benali Taouis, Universidad Politécnica de Madrid.

This article explores the integration of artificial intelligence in academic and professional communication courses to enhance critical thinking and ethical awareness.

1451: AI’s Impact on University Teaching and Learning: Student Voices
Alejandro Acuyo Cespedes, Nazarbayev University.

This presentation explores student perspectives on how generative AI models are reshaping teaching and learning in higher education.

1718: Co-Creating AI Policy with Students
Allison Lester, Arizona State University.

This paper considers reflective practice and positionality as ethical imperatives in co-creating AI policy with students.

1492: Beyond task completion
Elise Øby, Kristiania University of Applied Sciences.

This presentation examines how students can be guided to use ChatGPT for learning rather than only for quick task completion.

1705: Raising Ethical Awareness of GenAI through Student Reflection
Michelle Pedlow & Justine Maldon, University of Western Australia.

This paper explores the use of student reflection to raise ethical awareness of generative AI among commencing students.

1808: “AI Should Help them Learn, Not Learn for Them”
Helen Enright, et al., La Trobe University.

This study examines university staff perspectives on the role of generative AI in education and its implications for learning.

1771: Towards a partnership ethics for generative AI in higher education
Maris Gillette, et al., Gothenburg University.

This paper explores possibilities for developing a partnership ethics for generative AI in university classrooms.

1480: A conceptual paper on using AI to enhance quality of doctoral supervision
Phineas Sebopelo, Botswana Open University.

This conceptual paper considers AI integration as an innovative force for improving academic supervision and learning.

1848: Between promise and practice
Imre Fekete, Budapest University of Economics and Business.

This comparative case study examines AI literacy gaps across students, educators, and policy.

1532: AI-Generated Errors as a Learning Tool
Bela Sakibayeva & Spartak Sakibayev, Zhetysu University.

This study examines intentionally introduced AI-generated errors in programming education and students’ ability to identify and correct them.

1850: When AI Takes the Exam: Grade Inflation and Assessment Integrity
Gérard Bourobou, Institut polytechnique UniLaSalle.

This study explores the impact of generative AI tools on academic assessment integrity using empirical data from undergraduate economics courses.

1522: ChatGPT Theses
Lukasz Nowacki & Agata Wrochna, Wszechnica Polska University of Applied Sciences.

This multimodal analysis examines distinctive markers between AI-generated and human-created texts in university education.

1865: Ethics in the AI Age
Sara Ratner, University of Oxford.

This presentation considers how AIEOU equips academics to navigate generative AI in higher education.

1497: Artificial Intelligence and Critical Thinking in Education
Ngo Cong-Lem, Dalat University.

This scoping review examines AI-based interventions for supporting critical thinking development in education.

1887: Academic Integrity in the AI Age
Jennifer Qian, Louisiana State University.

This study examines AI policies for faculty and students in United States higher education.

1909: Investigating Students’ Perceptions of Ethical Principles in Translation Teaching in the AI-Driven Era
Huong Nguyen, University of Da Nang.

This study investigates students’ perceptions of ethical principles in translation teaching in the AI-driven era.

1910: Co-designing for Integrity
Nantana Taptamat, The University of Queensland.

This case study presents the co-design of ethical AI literacy resources with and for science students.