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Meletiadou, Eleni (2025) The effective use of generative AI in higher education exploring lecturers' artificial intelligence literacy: unveiling sustainable and ethical AI-powered practices for learning, teaching, and assessment. In: Generative AI Approaches to Sustainable Development in Higher Education. IGI Global, pp. 1-22. ISBN 9798369356234; Softcover: 9798369356241; EISBN13: 9798369356258
Generative artificial intelligence has transformed the way educators deliver their lectures and seminars in higher education institutions around the world having an impact on societal norms as well. Despite the impact the adoption of GenAI has had on lecturers and students in higher education, very few research studies have explored lecturers' perceptions of Gen AI and identified sustainable and ethical practices of Gen AI for learning, teaching, and assessment. The current study explored 42 European lecturers' perceptions of the use of innovative Gen AI tools. The current qualitative study used semi-structured interviews to collect data. Convenience sampling was used in this study as the researcher tapped on her network to invite as many lecturers as possible to participate in this study. The data were transcribed and analyzed using the deductive approach for the thematic analysis. The findings revealed that lecturers had an overall positive attitude to adopt and use AI for content creation, debates, assessment and feedback, and conducting research in their respective institutions.
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