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

Year 2025, Volume: 6 Issue: 2, 120 - 136, 31.12.2025

Mert Ali Albayrak , Kenan Çetin

https://doi.org/10.55993/hegp.1760535

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.

Keywords

generative artificial intelligence , assessment and evaluation , education , tertiary education , technology in education

Ethical Statement

The authors received approval from their institutions.

Supporting Institution

This research was funded and supported by Scientific and Technological Research Council of Türkiye (TÜBİTAK)

Project Number

1919B012319365

Thanks

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