Approach Generative AI Tools Proactively or Risk Bypassing the Learning Process in Higher Education

Abstract

The growing reliance of higher education (HE) students on Generative Artificial Intelligence (GenAI) tools for learning and assessment risks circumventing rather than enhancing the learning process without adequate support and direction. Reflecting on experiences within a UK university, we explored how students use GenAI tools in practice. We argue that students rely on GenAI differently for learning than for assessments and tend to focus more on the output or performance than on the learning journey itself. This raises questions on how GenAI can be successfully integrated into the curriculum without jeopardising learning. Based on observations that some students use GenAI platforms as a substitute for learning rather than as a tool to enhance learning, our policy recommendations focus on curriculum planning and assessment design.