Summary
This research article examines the implications of Generative Artificial Intelligence (AI), particularly ChatGPT, on higher education through a reflective analysis involving nine IT courses at the University of South Eastern Norway. The study employs inductive empirical research methods, including reflective notes and focus group discussions with course lecturers. It identifies both positive and negative impacts of AI tools in education, such as potential exam cheating versus enhanced learning experiences. The findings are thematically organized into strengths, weaknesses, threats, and opportunities associated with the use of ChatGPT in educational settings. The paper discusses the transformative potential of AI in reshaping teaching methods and assessment practices, emphasizing the necessity for educators to adapt to these changes. The research contributes to ongoing debates about the role of AI in education, highlighting the need for structured guidance on integrating such technologies into academic curricula. The paper is structured into sections covering background, research methods, findings, and conclusions.
