A New Threshold in Academic Transformation: An In-Depth Examination of the Role of Artificial Intelligence-Based Tools in Higher Education
DOI:
https://doi.org/10.35365/eass.25.02.02Keywords:
Artificial Intelligence, Artificial Intelligence Awareness, Ethical Concerns, Digital TransformationAbstract
This study examines how artificial intelligence (AI) tools are used by academics in higher education, their advantages, and the challenges encountered. The mixed-methods research conducted with 150 academics working in the Turkish Republic of Northern Cyprus (TRNC) collected quantitative data through surveys and qualitative data through semi-structured interviews. Findings revealed that 92% of academics are aware of AI tools, with 64.7% actively using them. The most common usage areas were identified as academic writing (56%) and literature review (46%). Tools like ChatGPT, Grammarly, and Elicit are among the most frequently preferred. While participants believe AI tools increase productivity (M=4.21), they harbor concerns about ethical risks (M=3.84) and originality issues (M=3.69). The main obstacles faced by academics were identified as lack of technical knowledge (51.3%), ethical concerns (42%), and insufficient institutional guidance (38.7%). Qualitative findings revealed that participants acknowledge AI tools save time and support academic English writing, yet express concerns about unclear ethical boundaries and lack of institutional guidance. The research results emphasize the critical importance of developing comprehensive training programs, clear ethical guidelines, and institutional support systems to ensure effective and ethical use of AI. These findings provide significant contributions to the development of digital transformation policies in higher education.
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