| Environment and Social Psychology
ESP-3185

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2025-05-14

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Vol. 10 No. 4 (2025): Published

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Research Articles

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Copyright (c) 2025 Anesito L. Cutillas

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How to Cite

L. Cutillas, A. (2025). Generative AI as a catalyst for instruction in higher education: A study on relevance and effectiveness. Environment and Social Psychology, 10(4). https://doi.org/10.59429/esp.v10i4.3185

Generative AI as a catalyst for instruction in higher education: A study on relevance and effectiveness

Anesito L. Cutillas

Center for Social Innovations, College of Arts and Sciences, and College of Teacher Education Cebu Technological University-Argao Campus, Argao, Cebu, 6021, Philippines


DOI: https://doi.org/10.59429/esp.v10i4.3185


Keywords: curriculum; generative AI; higher education; perception

Abstract

Technologies such as ChatGPT have brought new opportunities for individualized learning, automated assessments, and student engagement. The introduction of generative AI in education has represented a momentous shift in the way that teaching and learning processes are handled. This exploratory paper discussed the implications of generative AI in higher education. Higher education teachers (n=15) from Visayas, Philippines were purposively sampled to be interviewed about their experiences in using ChatGPT in the classroom. Narratives were collected to deconstruct how generative AI could shape and transform learning experiences in the classroom. Findings indicated that college teachers were primarily positive about the applications of generative AI in higher education. Teachers reported that AI-enabled technologies improved the efficiency and interactivity of lessons, helping students better understand complex topics through personalized, real-time feedback and simulations. AI was also found to inspire creativity, with students developing unique ideas and presenting their work more critically and innovatively. However, concerns were raised about the potential overreliance on AI, with some educators worried it could diminish their role and lead to a dilution of students’ learning experiences. There were also concerns about the possible devaluation of human creativity and critical thinking in favor of algorithmic logic. To address these issues, the study underscored the need for comprehensive training and policy development to ensure AI is used ethically and effectively, complementing human educators rather than replacing them. The findings emphasized the importance of ethically integrating the potential of generative AI to preserve the fundamental values of education and human development.

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