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Meletiadou, Eleni (2025) Generative artificial intelligence for sustainable learning development: exploring students' perspectives in higher education. In: Generative AI Approaches to Sustainable Development in Higher Education. IGI Global, pp. 23-42. ISBN 9798369356234; Softcover: 9798369356241; EISBN13: 9798369356258
Research indicates that generative artificial intelligence (Gen AI) and its integration into higher education (HE) classes can support the developments in sustainability, and lead to improvements in educational practices, promoting education for social justice, fostering inclusion and accessibility for all students, irrespective of their background, and promoting environmental, i.e., climate awareness and sustainability. These are only some of the ways Gen AI can support and enhance the creation of more effective, inclusive, and sustainable contexts in HE. The current study aimed to explore students' perspectives on Gen AI tools to inform changes that should be implemented in HE to support the more effective use of Gen AI tools by students. One hundred sixty-three students from universities in Greece, Albania, and the UK participated in this study. It is suggested that HE policies and regulations should be modified and reformulated to support sustainable development, while empirical research and its incorporation in HE is a necessity (there is limited focus on practice-oriented/empirical research).
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