Gender Perceptions of Generative AI in Higher Education
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| Title: | Gender Perceptions of Generative AI in Higher Education |
|---|---|
| Language: | English |
| Authors: | Hosam Al-Samarraie (ORCID |
| Source: | Journal of Applied Research in Higher Education. 2025 17(5):1944-1958. |
| 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: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Technology Uses in Education, Higher Education, Gender Differences, Telecommunications, Handheld Devices, College Students, Student Attitudes |
| DOI: | 10.1108/JARHE-02-2024-0109 |
| ISSN: | 2050-7003 1758-1184 |
| Abstract: | Purpose: This study explored the themes and sentiments of online learners regarding the use of Generative Artificial Intelligence (AI) or "generative AI" technology in higher education. Design/methodology/approach: English-language tweets were subjected to topic modelling and sentiment analysis. Three prevalent themes were identified and discussed: curriculum development opportunities, lifelong learning prospects and challenges associated with generative AI use. Findings: The results also indicated a range of topics and emotions towards generative AI in education, which were predominantly positive but also varied across male and female users. Originality/value: The findings provide insights for educators, policymakers and researchers on the opportunities and challenges associated with the integration of generative AI in educational settings. This includes the importance of identifying AI-supported learning and teaching practices that align with gender-specific preferences to offer a more inclusive and tailored approach to learning. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497179 |
| Database: | ERIC |
| Abstract: | Purpose: This study explored the themes and sentiments of online learners regarding the use of Generative Artificial Intelligence (AI) or "generative AI" technology in higher education. Design/methodology/approach: English-language tweets were subjected to topic modelling and sentiment analysis. Three prevalent themes were identified and discussed: curriculum development opportunities, lifelong learning prospects and challenges associated with generative AI use. Findings: The results also indicated a range of topics and emotions towards generative AI in education, which were predominantly positive but also varied across male and female users. Originality/value: The findings provide insights for educators, policymakers and researchers on the opportunities and challenges associated with the integration of generative AI in educational settings. This includes the importance of identifying AI-supported learning and teaching practices that align with gender-specific preferences to offer a more inclusive and tailored approach to learning. |
|---|---|
| ISSN: | 2050-7003 1758-1184 |
| DOI: | 10.1108/JARHE-02-2024-0109 |
