Abstract:
In the new normal, Artificial Intelligence (AI) has proven to be a tool with immense
potential to transform the teaching and learning process. As a result, teachers and
students use AI in the teaching and learning process in higher education institutes in
Sri Lanka, too. The study aims to explore the impact of using Artificial Intelligence
for teaching and learning in higher education. The specific objectives of the study
were to identify the AI tools used for teaching and learning in the university, examine
how AI tools are applied in the classroom, explore the students’ and lecturers’ views
of using AI tools for teaching and learning, and suggest implications for policy and
practice in the university. A case study approach was adopted, focusing on
postgraduate students who study Information Technology at a state university. A
sample of 100 students who follow this programme and 10 lecturers was selected
using the purposive sampling method. Data were gathered through questionnaires,
document analysis of 20 assignments, and semi-structured interviews with 20
students and 10 lecturers. Moreover, quantitative data were analyzed using
descriptive methods, while qualitative data were analyzed using thematic analysis.
The findings revealed that postgraduate students frequently used AI-assisted tools,
primarily ChatGPT, as well as others such as Microsoft Copilot, Perplexity AI,
Xmind AI, Canva, Grammarly, and QuillBot. These tools were employed in the
preparation of various class activities, including written assignments, coding tasks,
mind maps, PowerPoint presentations, and videos. When analyzing qualitative
data, 6 themes emerged, such as efficiency in language fluency, efficiency in
obtaining information and content development, redefinition of academic
work and saving time, impact on academic integrity, poor acquisition of
learning outcomes and skills, ethical and regulatory challenges. Therefore,
while AI tools can significantly enhance teaching and learning efficiency, their
improper use may hinder students' intellectual development. As a result, when
designing classroom activities and assessments, lecturers should focus on evaluating
higher-order thinking skills. It is recommended that the university make both students
and lecturers aware of the proper use of AI-assisted tools in teaching and implement
clear policies to regulate the use of AI-assisted tools in learning.
