Abstract
Generative artificial intelligence(GenAI) is reshaping learning in higher education, with particularly pronounced implications for the humanities and social sciences(HSS), where learning outcomes are commonly expressed through written and interpretive forms that align closely with GenAI's capabilities. Yet, systematic evidence on the educational impacts of GenAI on HSS students remains limited. Addressing this gap, this study draws on a large-scale survey of HSS students in China to examine its role in academic development. Guided by relevant learning theories, this study focuses on four dimensions: patterns of use, effects on learning processes and academic performance, challenges associated with GenAI use, and preferred approaches to curricular integration. We found that more than half perceived enhanced learning motivation, independent thinking and creativity, although a substantial minority reported little change or even decline. Comparatively, a notably larger majority reported academic performance gains, although these gains may partly reflect limitations in conventional assessment practices. The study identifies variations in perceived learning and performance improvements among students with differing durations of GenAI experience, along with observable disciplinary differences and modest gender differences. While an overwhelming majority valued the importance of ethical considerations, only slightly more than half were satisfied with privacy protection. Limited accuracy and overreliance emerged as the most pressing concerns reported by students. Students favored partial or optional curricular integration supported by practice-oriented training, and widely recognized GenAI's significance for their future professional development. Grounded in student perspectives, this study offers evidence-based recommendations for the responsible and pedagogically meaningful integration of GenAI
Abstract (translated)
URL
https://arxiv.org/abs/2606.24104
