ESP-3291

Published

2025-09-19

Issue

Vol. 10 No. 9 (2025): Published

Section

Research Articles

License

Copyright (c) 2025 Charisma S. Ututalum

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The journal adopts the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0), which means that anyone can reuse and redistribute the materials for non-commercial purposes as long as you follow the license terms and the original source is properly cited.

Author(s) shall retain the copyright of their work and grant the Journal/Publisher rights for the first publication with the work concurrently licensed since 2023 Vol.8 No.2.

Under this license, author(s) will allow third parties to download, reuse, reprint, modify, distribute and/or copy the content under the condition that the authors are given credit. No permission is required from the authors or the publisher.

This broad license intends to facilitate free access, as well as the unrestricted use of original works of all types. This ensures that the published work is freely and openly available in perpetuity.

By providing open access, the following benefits are brought about:

  • Higher Visibility, Availability and Citations-free and unlimited accessibility of the publication over the internet without any restrictions increases citation of the article.
  • Ease of search-publications are easily searchable in search engines and indexing databases.
  • Rapid Publication – accepted papers are immediately published online.
  • Available for free download immediately after publication at https://esp.as-pub.com/index.php/ESP

 

Copyright Statement

1.The authors certify that the submitted manuscripts are original works, do not infringe the rights of others, are free from academic misconduct and confidentiality issues, and that there are no disputes over the authorship scheme of the collaborative articles. In case of infringement, academic misconduct and confidentiality issues, as well as disputes over the authorship scheme, all responsibilities will be borne by the authors.

2. The author agrees to grant the Editorial Office of Environment and Social Psychology a licence to use the reproduction right, distribution right, information network dissemination right, performance right, translation right, and compilation right of the submitted manuscript, including the work as a whole, as well as the diagrams, tables, abstracts, and any other parts that can be extracted from the work and used in accordance with the characteristics of the journal. The Editorial Board of Environment and Social Psychology has the right to use and sub-licence the above mentioned works for wide dissemination in print, electronic and online versions, and, in accordance with the characteristics of the periodical, for the period of legal protection of the property right of the copyright in the work, and for the territorial scope of the work throughout the world.

3. The authors are entitled to the copyright of their works under the relevant laws of Singapore, provided that they do not exercise their rights in a manner prejudicial to the interests of the Journal.

About Licence

Environment and Social Psychology is an open access journal and all published work is available under the Creative Commons Licence, Authors shall retain copyright of their work and grant the journal/publisher the right of first publication, and their work shall be licensed under the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).

Under this licence, the author grants permission to third parties to download, reuse, reprint, modify, distribute and/or copy the content with attribution to the author. No permission from the author or publisher is required.

This broad licence is intended to facilitate free access to and unrestricted use of original works of all kinds. This ensures that published works remain free and accessible in perpetuity. Submitted manuscripts, once accepted, are immediately available to the public and permanently accessible free of charge on the journal’s official website (https://esp.as-pub.com/index.php/ESP). Allowing users to read, download, copy, print, search for or link to the full text of the article, or use it for other legal purposes. However, the use of the work must retain the author's signature, be limited to non-commercial purposes, and not be interpretative.

Click to download <Agreement on the Licence for the Use of Copyright on Environmental and Social Psychology>.

How to Cite

Charisma S. Ututalum. (2025). Transformative potential of generative AI in higher education teaching practices. Environment and Social Psychology, 10(9), ESP-3291. https://doi.org/10.59429/esp.v10i9.3291

Transformative potential of generative AI in higher education teaching practices

Charisma S. Ututalum

Office of the President, Sulu State College, Jolo, Sulu 7400, Philippines


DOI: https://doi.org/10.59429/esp.v10i9.3291


Keywords: Generative AI; teaching practices; potential; higher education; transformative

Abstract

This study examines the generative potential of AI in reshaping teaching in higher education as related to teaching methods and changing the nature of student involvement. The purpose of the study is to identify ways college educators perceive the roles of Generative AI within their classrooms and to critically evaluate both the benefits and drawbacks of its integration into courses. This adopted qualitative research design, a series of semi-structured interviews of 12 college instructors. The data were analyzed with the help of reflexive thematic analysis to identify important patterns and themes in responses. The findings suggest huge potential for Generative AI in supporting personalization of learning, providing students with tailored experiences in learning. Furthermore, it appears to be enhancing student engagement in learning by creating more interactive learning environments. Further, it can help in reducing the administrative burden on educators since repetitive tasks would be relieved and allow educators more time for meaningful interaction with students. However, the report points out some challenges for its implementation. These range from ethical issues regarding how AI affects academic integrity and personal privacy, proper education and training of teachers who use AI tools, as well as overreliance of students on technology-the likely outcome is impeded ability of students to develop new skills. The best strategy would be adopting the hybrid model, bringing the traditional methods of instruction along with Generative AI.

References

[1]. 1.Allen, T., & Allen, T. (2024, November 28). Generative AI in higher education and responsible implementation. ACUE. https://acue.org/blog/generative-ai-in-higher-education-and-responsible-implementation/

[2]. 2.Chavez, J. V. (2023, May 9). Assessing Online Academic Integrity and Humanized Teaching in Zamboanga Peninsula Polytechnic State University. https://so03.tci-thaijo.org/index.php/sduhs/article/view/268335

[3]. 3.Deen, M. (2024, August 20). Generative AI and its transformative role in higher education. Tiffin University. https://go.tiffin.edu/blog/generative-ai-and-its-transformative-role-in-higher-education/

[4]. 4.Duhaylungsod, N. a. V., & Chavez, N. J. V. (2023). ChatGPT and other AI Users: Innovative and Creative Utilitarian Value and Mindset Shift. Journal of Namibian Studies History Politics Culture, 33. https://doi.org/10.59670/jns.v33i.2791

[5]. 5.Chavez, J., & Lamorinas, D. D. (2023). Reconfiguring assessment practices and strategies in online education during the pandemic. International Journal of Assessment Tools in Education, 10(1), 160–174. https://doi.org/10.21449/ijate.1094589

[6]. 6.Schroeder, R. (2024, September 10). AI is already advancing higher education. Inside Higher Ed | Higher Education News, Events and Jobs. https://www.insidehighered.com/opinion/blogs/online-trending-now/2024/09/10/ai-already-advancing-higher-education

[7]. 7.Amasri, F. (2024). Exploring the Impact of Artificial intelligence in teaching and learning of Science: A Systematic Review of Empirical research. Research in Science Education, 54(5), 977–997. https://doi.org/10.1007/s11165-024-10176-3

[8]. 8.Calzada, K. P. D. (2024). Anti-dependency teaching strategy for innovation in the age of AI among technology-based students. Environment and Social Psychology, 9(8). https://doi.org/10.59429/esp.v9i8.3026

[9]. 9.Inoferio, H. V., Espartero, M., Asiri, M., Damin, M., & Chavez, J. V. (2024). Coping with math anxiety and lack of confidence through AI-assisted Learning. Environment and Social Psychology, 9(5). https://doi.org/10.54517/esp.v9i5.2228

[10]. 10.Del Mundo, M. A., Reyes, E. F. D., Gervacio, E. M., Manalo, R. B., Book, R. J. A., Chavez, J. V., Espartero, M. M., & Sayadi, D. S. (2024a). Discourse analysis on experience-based position of science, mathematics, and Tech-Voc educators on generative AI and academic integrity. Environment and Social Psychology, 9(8). https://doi.org/10.59429/esp.v9i8.3028

[11]. 11.Fortner, K. M., Lalas, J., & Strikwerda, H. (2021). Embracing Asset-Based School Leadership Dispositions in Advancing True Equity and Academic Achievement for Students Living in Poverty. https://eric.ed.gov/, 7(1). http://files.eric.ed.gov/fulltext/EJ1288402.pdf

[12]. 12.Arini, D. N., Hidayat, F., Winarti, A., & Rosalina, E. (2022). Artificial intelligence (AI)-based mobile learning in ELT for EFL learners: The implementation and learners’ attitudes. International Journal of Educational Studies in Social Sciences (IJESSS), 2(2). https://doi.org/10.53402/ijesss.v2i2.40

[13]. 13.De Leon, A., Jumalon, R., Chavez, J., Kairan, M., Abbas, K., Radjuni, A., Kadil, H., Sahirul, J., Tantalie, E., Hussin, A., Amlih, M., & Albani, S. (2024). Analysis on the implementation of inclusive classroom: perception on compliances and obstructions of selected public-school teachers. Environment and Social Psychology, 9(9). https://doi.org/10.59429/esp.v9i9.2537

[14]. 14.Nedungadi, P., Tang, K., & Raman, R. (2024). The transformative power of generative artificial intelligence for achieving the sustainable development goal of quality education. Sustainability, 16(22), 9779. https://doi.org/10.3390/su16229779

[15]. 15.Murro, R. a. R. A., Lobo, J. G., Inso, A. R. C., & Chavez, J. V. (2023). Difficulties of parents with low educational attainment in assisting their children in modular distance learning during pandemic. Environment and Social Psychology, 9(1). https://doi.org/10.54517/esp.v9i1.1957

[16]. 16.Nikolopoulou, K. (2024). Generative Artificial Intelligence in Higher Education: Exploring Ways of Harnessing Pedagogical Practices with the Assistance of ChatGPT. Deleted Journal, 1(2), 103–111. https://doi.org/10.47852/bonviewijce42022489

[17]. 17.Garil, B. A., Abbas, T. S. C., & Limen, M. V. (2024). Analyzing the demographic-based grammatical competence and its relationship to academic performance in higher education setting. Forum for Linguistic Studies, 6(3), 343–356. https://doi.org/10.30564/fls.v6i3.6453

[18]. 18.Nyaaba, M. (2024, November 16). Transforming teacher education in developing Countries: The role of Generative AI in bridging theory and practice. arXiv.org. https://arxiv.org/abs/2411.10718

[19]. 19.Batista, J., Mesquita, A., & Carnaz, G. (2024). Generative AI and Higher Education: Trends, Challenges, and Future Directions from a Systematic Literature Review. Information, 15(11), 676. https://doi.org/10.3390/info15110676

[20]. 20.Kohen-Vacs, D., Amzalag, M., Weigelt-Marom, H., Gal, L., Kahana, O., Raz-Fogel, N., Ben-Aharon, O., Reznik, N., Elnekave, M., & Usher, M. (2024). Towards a call for transformative practices in academia enhanced by generative AI. European Journal of Open Distance and E-Learning, 26(s1), 35–50. https://doi.org/10.2478/eurodl-2024-0006

[21]. 21.Borer, D., Hackenberg, E., McIntosh, N., Lane, A., & Thanh, B. N. (2024). A Practical study of Generative AI Tools for Higher Education Innovative Transformation. In Emerald Publishing Limited eBooks (pp. 35–62). https://doi.org/10.1108/978-1-83549-486-820241003

[22]. 22.Lytras, M. D., Serban, A. C., Alkhaldi, A., Aldosemani, T., & Malik, S. (2024). Transformative Learning for Future Higher Education: The Artificial Intelligence-Enabled Learning Revolution 2035. In Emerald Publishing Limited eBooks (pp. 231–241). https://doi.org/10.1108/978-1-83608-424-220241009

[23]. 23.Krause, S., Panchal, B. H., & Ubhe, N. (2024, April 16). The Evolution of Learning: Assessing the Transformative impact of Generative AI on Higher education. arXiv.org. https://arxiv.org/abs/2404.10551

[24]. 24.Entong, M. B. M., Garil, B. A., Muarip, V. C., & Chavez, J. V. (2024b). Language Delivery Styles in Academic Trainings: Analysis of Speaker’ s Emotional Connection to Audience for Lasting Learning. Forum for Linguistic Studies, 6(3), 326–342. https://doi.org/10.30564/fls.v6i3.6533

[25]. 25.Katsampoxaki-Hodgetts, Kallia & Kotsidis, Konstantinos & Papadakis, Stamatios & Anastasiades, Panagiotes. (2025). Reimagining preschool pedagogy: AI-enhanced teaching through multiliteracies-informed curriculum innovation. 10.33225/BalticSTE/2025.104.

[26]. 26.Yusuf, A., Pervin, N. & Román-González, M. Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives. Int J Educ Technol High Educ 21, 21 (2024). https://doi.org/10.1186/s41239-024-00453-6

[27]. 27.Marín, Y.R., Caro, O.C., Rituay, A.M.C. et al. Ethical Challenges Associated with the Use of Artificial Intelligence in University Education. J Acad Ethics (2025). https://doi.org/10.1007/s10805-025-09660-w

[28]. 28.Francis, Nigel & Jones, Sue & Smith, David. (2025). Generative AI in Higher Education: Balancing Innovation and Integrity. British Journal of Biomedical Science. 81. 10.3389/bjbs.2024.14048.

[29]. 29.Sedkaoui, S., & Benaichouba, R. (2024). Generative AI as a transformative force for innovation: a review of opportunities, applications and challenges. European Journal of Innovation Management. https://doi.org/10.1108/ejim-02-2024-0129

[30]. 30.Chavez JV, Ceneciro CC. (2024). Discourse analysis on same-sex relationship through the lens of religious and social belief systems. Environment and Social Psychology 2024; 9(1): 1912. Doi: 10.54517/esp.v9i1.1912

[31]. 31.Rai, N., & Thapa, B. (2015). A study on purposive sampling method in research. Kathmandu: Kathmandu School of Law, 5(1), 8-15.

[32]. 32.Tongco, M. D. C. (2007). Purposive sampling as a tool for informant selection. Ethnobotany Research & Applications, 5, 147-158.

[33]. 33.Knott, E., Rao, A. H., Summers, K., & Teeger, C. (2022). Interviews in the social sciences. Nature Reviews Methods Primers, 2(1), 73.

[34]. 34.Naz, N., Gulab, F., & Aslam, M. (2022). Development of qualitative semi-structured interview guide for case study research. Competitive Social Science Research Journal, 3(2), 42-52.

[35]. 35.Muylaert, C. J., Sarubbi Jr, V., Gallo, P. R., Neto, M. L. R., & Reis, A. O. A. (2014). Narrative interviews: an important resource in qualitative research. Revista da Escola de Enfermagem da USP, 48, 184-189.

[36]. 36.Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

[37]. 37.Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative research in sport, exercise and health, 11(4), 589-597.

[38]. 38.Corsley, J. (2021). What (Exactly) Is Thematic Analysis?. GradCoach [Online]. https://gradcoach.com/what-is-thematic-analysis/

[39]. 39.Ruiz-Rojas, L. I., Salvador-Ullauri, L., & Acosta-Vargas, P. (2024). Collaborative working and critical Thinking: adoption of generative artificial intelligence tools in higher education. Sustainability, 16(13), 5367. https://doi.org/10.3390/su16135367

[40]. 40.Beagon, U., Kövesi, K., Tabas, B., Nørgaard, B., Lehtinen, R., Bowe, B., Gillet, C., & Spliid, C. M. (2022). Preparing engineering students for the challenges of the SDGs: what competences are required? European Journal of Engineering Education, 48(1), 1–23. https://doi.org/10.1080/03043797.2022.2033955



21 Woodlands Close #02-10, Primz Bizhub,Postal 737854, Singapore

Email:editorial_office@as-pub.com