Use of Generative Artificial Intelligence in Academic Assignments: Views from the Faculty of Education

Abstract

Abstract This study focuses on the use of Generative Artificial Intelligence (GenAI) in academic assignments and investigates the perceptions of academicians and pre-service teachers at the Faculty of Education at a state university in Türkiye. Given the absence of formal legislation governing GenAI within Turkish higher education institutions, this research examines the habits and perceptions of pre-service teachers, and the views of academicians regarding the limits of GenAI use in assessment and evaluation, specifically in assignments. This study incorporated both quantitative and qualitative methods to gather data. The data obtained from pre-service teachers illuminated their methods of using GenAI in preparing assignments, ranging from gaining ideas to complete reliance on GenAI-based tools. Based on the perspectives of academicians, the analyses yielded significant insights into what they perceived as inappropriate and permissible uses of GenAI by pre-service teachers in preparing assignments. Accordingly, this study offers key implications for developing regulations, guidelines, disciplinary measures, and technical support for integrating GenAI into assessment and evaluation in higher education.