INVESTIGATING THE ROLE OF GENERATIVE AI IN TRANSFORMING TEACHING, LEARNING,AND ASSESSMENT PRACTICES

Abstract

The integration of generative artificial intelligence (GenAI) tools such as ChatGPT, Claude, and Gemini into educational contexts has ushered in a paradigm shift in how teaching, learning, and assessment are designed and delivered. This study investigates the multifaceted role of GenAI in transforming educational practices, drawing insights from educators and learners across secondary and tertiary institutions. Employing a mixed-methods approach, the research explores how GenAI supports instructional efficiency, personalized learning, and novel assessment formats, while also raising concerns regarding academic integrity, policy clarity, and digital equity. Quantitative survey data (n = 300) reveals that a significant portion of educators use GenAI for lesson planning, grading support, and content generation, reporting time savings and increased differentiation. Students report using GenAI for idea generation, language refinement, and exam preparation, citing increased confidence and comprehension. However, both groups express uncertainty about ethical boundaries and inconsistent institutional guidelines. Thematic analysis of interviews (n = 40) surfaces four core themes: empowerment through personalization, enhanced efficiency with caveats, ethical ambiguity, and the urgent need for AI literacy and policy development. This study contributes to the emerging literature on AI in education by offering a nuanced, data-driven understanding of the promises and perils of GenAI adoption. The findings emphasize the need for rethinking pedagogical design, assessment models, and institutional policies to ensure that GenAI is integrated responsibly, equitably, and effectively. The study concludes with actionable recommendations for educators, policymakers, and technology developers to co-create future-ready educational ecosystems that preserve human creativity, integrity, and critical thinking.