AI in Higher Education
Review and Student Experiment
DOI:
https://doi.org/10.37886/Keywords:
artificial intelligence, higher education, analysis, learning support, exploratory study, survey research, academic integrity, teaching practiceAbstract
Research Question (RQ): How does recent research describe the use of artificial intelligence (AI) in higher education, and how do students experience AI-assisted learning and writing when used under clear rules in a course setting?
Purpose: The purpose of this study is to synthesize current research on AI use in higher education and to explore how guided AI support affects student learning and academic writing in practice.
Method: The study combines a structured review of recent peer-reviewed literature on AI in higher education with an exploratory course-based study. Twenty students used an AI tool as a learning and writing assistant while preparing a seminar paper, in accordance with explicit rules. Data were collected from a short anonymous post-task survey measuring perceived usefulness, effort, confidence, and clarity of AI guidance. Results are reported descriptively.
Results: A review of the literature confirms the rapid growth of AI-supported learning and writing. The key challenge lies in the overuse of AI, its integrity, and the lack of clear standards. Survey results indicate that students perceived AI as helpful for structuring ideas and early drafting, but also reported uncertainty about its appropriate use without clear guidance. The small-scale evidence suggests benefits when AI use is guided and transparent.
Organization: The findings provide practical guidance for educators and institutions on integrating AI into courses through clear rules, assessment criteria, and student guidance, supporting consistent learning outcomes and quality assurance.
Society: Improving knowledge of AI and its responsible use in higher education promote fairer assessment, reduce misuse, and prepare students for the ethical use of AI in their future careers.
Originality: The study combines a focused review of the literature with practical application in the lecture hall and a survey of students. In doing so, it provides useful evidence from actual teaching practice and is not limited to conceptual discussions.
Limitations / further research: The small sample size and single-course context limit generalization. Future research should include larger samples, comparison groups, longitudinal designs, and discipline-specific analyses.
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