Generative AI in Higher Education: Teachers’ and Students’ Perspectives on Support, Replacement, and Digital Literacy

Samia Haroud; Nadia Saqri

doi:10.3390/educsci15040396

journal article Open Access Mar 21, 2025

Generative AI in Higher Education: Teachers’ and Students’ Perspectives on Support, Replacement, and Digital Literacy

Samia Haroud

Nadia Saqri

Education Sciences Vol. 15 No. 4 pp. 396 · MDPI AG

View at Publisher Save 10.3390/educsci15040396

Abstract

Artificial intelligence (AI) is increasingly shaping diverse sectors, including education, sparking debates about its potential to transform pedagogical practices and redefine the role of educators. This study explores the perceptions and applications of generative AI in Moroccan higher education to better understand its implications for teaching and learning. A mixed-methods approach was adopted, combining quantitative data from 130 teachers and 156 students with qualitative insights. Quantitative findings reveal significant differences: students demonstrate greater openness to adopting AI, appreciating its capacity to provide instant feedback, enhance creativity, and improve academic performance. In contrast, teachers express reservations, particularly regarding AI’s potential to undermine critical soft skills such as collaboration, problem-solving, and critical thinking. Qualitative analyses confirm these trends, highlighting that, while AI is perceived as a valuable complementary tool, it cannot replace the essential human role of educators in providing personalized guidance and addressing students’ emotional and cognitive needs. Both groups agree on the necessity of enhanced digital literacy to ensure ethical and effective AI integration. These findings underscore the opportunities of generative AI, such as personalized learning and efficiency, while addressing limitations like ethical concerns and over-reliance, offering actionable insights for policymakers, educators, and technologists aiming to integrate AI responsibly in education.

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Metrics

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References

Details

Published: Mar 21, 2025
Vol/Issue: 15(4)
Pages: 396
License: View

Authors

S

Samia Haroud

Multidisciplinary Laboratory in Education Sciences and Training Engineering (LMSEIF), Hassan II University of Casablanca, Casablanca 20100, Morocco

N

Nadia Saqri

Multidisciplinary Laboratory in Education Sciences and Training Engineering (LMSEIF), Hassan II University of Casablanca, Casablanca 20100, Morocco

Cite This Article

Samia Haroud, Nadia Saqri (2025). Generative AI in Higher Education: Teachers’ and Students’ Perspectives on Support, Replacement, and Digital Literacy. Education Sciences, 15(4), 396. https://doi.org/10.3390/educsci15040396

Generative AI in Higher Education: Teachers’ and Students’ Perspectives on Support, Replacement, and Digital Literacy

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