Research Article
Ibrahim Arpaci, Mustafa Baloglu
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep673
ABSTRACT
This study examined factors that support the sustainable and responsible integration of generative artificial intelligence (GenAI) into higher education. The research model was based on the theory of planned behavior (TPB) and was extended to include ethical considerations, such as authenticity, originality, responsibility, and confidentiality. In the qualitative phase, structured interviews with faculty members across various departments examined the potential benefits, limitations, and ethical concerns of GenAI use in higher education. The qualitative findings informed the development of the theoretical framework and the research model. In the quantitative phase, PLS-SEM was used to test the model with data from 1,261 GenAI users. The results showed that authenticity, originality, responsibility, and confidentiality significantly predicted attitudes (ATs) toward GenAI, while ATs, perceived behavioral control, and subjective norms significantly predicted continuous intention. The findings contribute by testing an ethically grounded extension of the TPB for the responsible integration of GenAI in higher education. They also emphasize the need for clear behavioral rules and ethical guidelines, developed with relevant stakeholders, to support sustainable and responsible use of GenAI.
Keywords: artificial intelligence, AI ethical use, sustainability, mixed methods
Research Article
Sydney E. Brown, Sarah Thomas Karle, Brian Kelly
CONT ED TECHNOLOGY, Volume 6, Issue 4, pp. 260-280
ABSTRACT
DSGN110 was a multidisciplinary course teaching first year students enrolled in in a variety of majors about design thinking. The course is offered for the majors of architecture, landscape architecture, interior design, community and regional planning, along with computer science and business students. By blending face-to-face and online instructional strategies, desired practices and learning outcomes associated with the more intimate nature of studio-based learning and learning through action were scaled and achieved in the large enrollment course. The quantitative analysis of the pre and post survey revealed significant change across all constructs and the qualitative data analysis supported these findings, demonstrating that a blended course design utilizing collaborative technology platforms offered an innovative solution to teaching and learning in a manner reflective of a studio-based pedagogy.
Keywords: Blended learning, Studio-based learning, Design thinking, Mixed methods, Technology and learning, Educational technology