Year: 2025
Type: article
Study design: Observational Study
Abstract: ABSTRACT This study explores the evolving landscape of generative artificial intelligence (GAI) in engineering education. With technologies like ChatGPT transforming academic practices, universities are experiencing related challenges with integration, ethics and academic integrity. This study was conducted at a South African university to gain insights into how engineering students use GAI applications and their perceptions of these applications in their academic study. Using a survey based on previous studies, data were collected from undergraduate and postgraduate engineering students. The results reveal widespread adoption of GAI applications, with preferences regarding appropriate use and regulation approaches. Students generally support GAI as a learning aid while also expressing concerns about its use in formal assessments. They prefer discipline‐specific guidance over institutional policies, with only 1% supporting a complete ban on GAI use. The findings indicate significant interest in structured education about ethical GAI use, with many students planning to continue using these technologies in their future careers. This study provides insights for engineering educators working to balance innovation with academic integrity, highlighting the need for collaborative approaches between students and educators in engineering education to maximise GAI benefits while mitigating limitations. Future research should explore effective integration strategies and discipline‐specific best practices as GAI capabilities continue to evolve.
DOI: 10.1002/cae.70064
Authors: Johannes L. Jooste, Karin E. Wolff, Jan G. Joubert
Institution: Stellenbosch University
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $4,150
Funder: Universiteit Stellenbosch
OpenAlex ID: W4412116453