Exploring the paradox: Perceptions of AI in higher education – a study of hype and scandal

Abstract

In the rapidly evolving field of generative artificial intelligence (GenAI), the introduction of OpenAI’s ChatGPT-4 signifies a noteworthy juncture economically, in workplaces, and in education. This article explores the dual public perception of GenAI as both promising and controversial, especially in higher education. The study is rooted in ‘information ecologies’ to understand the integration and implications of new technologies in educational settings. Employing a ‘multiplicity’ method, the article emphasizes a self-reflexive, context-sensitive approach, utilizing digital ethnography and auto-ethnographic narratives to analyse the nuanced public perception and its effects on the use of AI in academia. The research underlines the importance of a balanced integration of AI, aiming for students to become proficient in managing AI products, which is essential for aligning educational practices with modern workplace demands.