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Integrating AI to Address Generational Characteristics and Educational Needs

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Bibliographic Details
Title: Integrating AI to Address Generational Characteristics and Educational Needs
Language: English
Authors: Antonina Andreeva, Evgenia Tuchkevich
Source: Journal of Teaching and Learning. 2025 19(3):34-48.
Availability: Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Artificial Intelligence, Technology Uses in Education, Technology Integration, Masters Programs, Educational Needs, Generational Differences, Graduate Students, Student Attitudes, Personal Autonomy, Self Determination, Lifelong Learning
ISSN: 1492-1154
1911-8279
Abstract: In contemporary higher education, the master's level plays a critical role in developing high-level professionals, particularly among Generation-Z students. This stage is marked by significant psychological, social, and professional development, requiring innovative educational strategies that align with the unique traits of this digital-native cohort. Integrating artificial intelligence (AI) technologies, such as adaptive-learning systems, intelligent tutoring, and automated-feedback mechanisms, offers transformative potential to address these needs. This study investigates the intersection of generational characteristics and AI integration in master's education through a convergent parallel mixed-methods design, combining quantitative surveys with qualitative interviews of 300 master's students across various disciplines. The findings reveal predominantly positive attitudes toward AI, with 78% of students recognizing its ability to enhance personalized learning and engagement. However, concerns about data privacy (54%) and reduced human interaction (48%) highlight the need for an ethical and balanced implementation. Grounded in constructivist and activity theories, this research underscores the potential of AI to foster autonomy, self-determination, and personalized educational experiences while addressing generational expectations for immediacy and interactivity. Practical recommendations are provided for educators and policymakers to implement AI effectively, ensuring that it supplements human-centred teaching practices. These insights contribute to the global discourse on AI integration in higher education, and its implications for enhancing lifelong learning and professional growth.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1480793
Database: ERIC
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  Data: Integrating AI to Address Generational Characteristics and Educational Needs
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  Data: Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
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  Data: In contemporary higher education, the master's level plays a critical role in developing high-level professionals, particularly among Generation-Z students. This stage is marked by significant psychological, social, and professional development, requiring innovative educational strategies that align with the unique traits of this digital-native cohort. Integrating artificial intelligence (AI) technologies, such as adaptive-learning systems, intelligent tutoring, and automated-feedback mechanisms, offers transformative potential to address these needs. This study investigates the intersection of generational characteristics and AI integration in master's education through a convergent parallel mixed-methods design, combining quantitative surveys with qualitative interviews of 300 master's students across various disciplines. The findings reveal predominantly positive attitudes toward AI, with 78% of students recognizing its ability to enhance personalized learning and engagement. However, concerns about data privacy (54%) and reduced human interaction (48%) highlight the need for an ethical and balanced implementation. Grounded in constructivist and activity theories, this research underscores the potential of AI to foster autonomy, self-determination, and personalized educational experiences while addressing generational expectations for immediacy and interactivity. Practical recommendations are provided for educators and policymakers to implement AI effectively, ensuring that it supplements human-centred teaching practices. These insights contribute to the global discourse on AI integration in higher education, and its implications for enhancing lifelong learning and professional growth.
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      – Text: English
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        PageCount: 15
        StartPage: 34
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        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Technology Integration
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      – SubjectFull: Masters Programs
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      – SubjectFull: Educational Needs
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      – SubjectFull: Generational Differences
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      – SubjectFull: Graduate Students
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Self Determination
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      – SubjectFull: Lifelong Learning
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      – TitleFull: Integrating AI to Address Generational Characteristics and Educational Needs
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