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<p>Generative artificial intelligence (GenAI) has rapidly entered higher education, reshaping how students learn, produce, and engage with knowledge. This study explored postgraduate students’ perceptions of GenAI as both an educational asset and a potential threat. Using a mixed-methods design, data were gathered from 217 postgraduate students across multiple universities in Mainland China through an online survey combining quantitative measures and open-ended reflections. Findings indicated that students widely recognized GenAI’s usefulness for enhancing learning efficiency, creativity, and academic writing, while simultaneously expressing concern about its ethical implications, possible overdependence, and the erosion of critical thinking skills. Students’ views reflected a balanced awareness of GenAI’s promise and peril, illustrating how enthusiasm and caution coexist in contemporary learning contexts. The results suggest that higher education institutions should move beyond polarized debates and focus on fostering ethical literacy, critical engagement, and pedagogical strategies that empower learners to use GenAI responsibly and effectively.</p>

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Assets and Threats of Generative AI in Higher Education: Exploring Chinese Postgraduate Students’ Perceptions

  • 期刊论文

  • 发表日期：

    2026年3月17日

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  • Phalla Chea,
  • Fan Deng

摘要

Generative artificial intelligence (GenAI) has rapidly entered higher education, reshaping how students learn, produce, and engage with knowledge. This study explored postgraduate students’ perceptions of GenAI as both an educational asset and a potential threat. Using a mixed-methods design, data were gathered from 217 postgraduate students across multiple universities in Mainland China through an online survey combining quantitative measures and open-ended reflections. Findings indicated that students widely recognized GenAI’s usefulness for enhancing learning efficiency, creativity, and academic writing, while simultaneously expressing concern about its ethical implications, possible overdependence, and the erosion of critical thinking skills. Students’ views reflected a balanced awareness of GenAI’s promise and peril, illustrating how enthusiasm and caution coexist in contemporary learning contexts. The results suggest that higher education institutions should move beyond polarized debates and focus on fostering ethical literacy, critical engagement, and pedagogical strategies that empower learners to use GenAI responsibly and effectively.