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Journal article
Traditionalist, Progressive and Ambivalent: Educators’ Attitudes Towards the Use of Generative Artificial Intelligence in Enabling Education
Journal of university teaching & learning practice, Vol.First online(10)
18/11/2025
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Abstract
The rapidly evolving availability of generative artificial intelligence (GenAI) tools in higher education is disrupting established teaching practices, with universities facing uncertain consequences for both educators and students. This challenge is particularly evident in Enabling Education and Pathway Programs (EEPP) across Australia, which aim to prepare students for undergraduate study by developing core academic literacy skills. Educators in these programs are navigating not only the practical implications of GenAI but also their own beliefs about its educational value. While some see GenAI as a potential aid for student learning, others fear it may undermine the development of essential academic literacies. This study comprises a survey with academics from EEPP at 14 universities across Australia examining their perspectives on GenAI, including personal use in teaching and views on student use. Educators’ attitudes fell into three broad categories: Reluctant (GenAI’s disruption viewed as a threat to learning), Progressive (GenAI’s opportunities viewed as beneficial to learning), and Ambivalent (GenAI viewed with uncertainty or a mixture of Progressive and Reluctant ideas). However, these educators hold a range of views about the impact of GenAI in Enabling Education, often expressed in complex and nuanced ways. Understanding these perspectives is essential for identifying potential barriers to teaching and learning, and for supporting the effective integration of GenAI within EEPP.
Details
- Title
- Traditionalist, Progressive and Ambivalent: Educators’ Attitudes Towards the Use of Generative Artificial Intelligence in Enabling Education
- Creators
- Trixie James - Central Queensland UniversityJohn Pike Dr - University of South AustraliaGrant Andrews Dr - La Trobe UniversityJames Valentine Dr - Charles Darwin UniversityMIchael Brickhill Dr - Southern Cross UniversityJulie Sharp - Federation UniversityTamra Ulpen - University of South Australia
- Publication Details
- Journal of university teaching & learning practice, Vol.First online(10)
- Publisher
- Open Access Publishing Association; Launceston
- Grant note
The authors are grateful for the reviewers' constructive feedback through the process. The authors disclose that they have no actual or perceived conflicts of interest. The authors disclose that they have not received any funding for this manuscript beyond resourcing for academic time at their respective universities. The authors have used artificial intelligence through parts of the write-up of this research, specifically for language refinement, and proofreading after the draft
- Identifiers
- 991013330828002368
- Copyright
- © by the authors, in its year of first publication.
- Academic Unit
- SCU College
- Language
- English
- Resource Type
- Journal article