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Generative AI and Higher Education: Navigating Risks, Opportunities, and Changing Educator Identities

In: People, Society, and Ethical Challenges of Information Systems

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  • Nikola Finze

    (Institute of Digital Innovation, Neu-Ulm University of Applied Sciences)

Abstract

The introduction of generative artificial intelligence (GAI) has sparked discussions in higher education about its implications. While GAI offers new ways of acquiring knowledge, concerns about plagiarism and changes in the role of educators have emerged. Using semi-structured interviews, I explore faculty perceptions of GAI and its impact on educators’ professional identity. Findings reveal perceived opportunities for efficient knowledge acquisition and risks such as data quality and loss of personal development. Educators’ roles are evolving toward critical guardianship, emphasizing the importance of guiding students in information acquisition and evaluation. The study contributes to the understanding of the transformative effects of GAI in higher education and highlights the evolving professional identity of educators.

Suggested Citation

  • Nikola Finze, 2026. "Generative AI and Higher Education: Navigating Risks, Opportunities, and Changing Educator Identities," Lecture Notes in Information Systems and Organization, in: Christoph M. Flath & Gunther Gust & Frédéric Thiesse & Axel Winkelmann (ed.), People, Society, and Ethical Challenges of Information Systems, pages 293-306, Springer.
    • Handle: RePEc:spr:lnichp:978-3-032-08486-6_20
    DOI: 10.1007/978-3-032-08486-6_20
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