Gender perceptions of generative AI in higher education

Abstract

PurposeThis study explored the themes and sentiments of online learners regarding the use of Generative Artificial Intelligence (AI) or “generative AI” technology in higher education.Design/methodology/approachEnglish-language tweets were subjected to topic modelling and sentiment analysis. Three prevalent themes were identified and discussed: curriculum development opportunities, lifelong learning prospects and challenges associated with generative AI use.FindingsThe results also indicated a range of topics and emotions towards generative AI in education, which were predominantly positive but also varied across male and female users.Originality/valueThe findings provide insights for educators, policymakers and researchers on the opportunities and challenges associated with the integration of generative AI in educational settings. This includes the importance of identifying AI-supported learning and teaching practices that align with gender-specific preferences to offer a more inclusive and tailored approach to learning.