Unveiling the Potential: Artificial Intelligence's Negative Impact on Teaching and Research Considering Ethics in Higher Education
Muhammad Amin Nadim, Raffaele Di Fuccio
Abstract
ABSTRACT Higher education has witnessed remarkable technological advancements; however, the rapid rise of generative artificial intelligence (Gen AI) presents substantial challenges for teaching and research. This growing reliance has expanded educators' roles, underscoring the need for ethical and selective AI integration while preparing students and researchers for an AI‐driven future. Adopting an argumentative perspective, this article analyzes core insights from comparative literature and key reports that highlight Gen AI's potential to diminish critical thinking and negatively impact educational outcomes. Although Gen AI holds transformative promise, its swift expansion raises significant concerns about its long‐term implications for education. This research emphasises the need to address Gen AI's drawbacks, advocating for greater awareness and equitable educational practices that support both teaching and learning in academic contexts. Ultimately, the article calls for professional development to equip educators with responsible AI skills, fostering a balanced and ethical approach to Gen AI integration in higher education.