arXiv:2606. 24104v1 Announce Type: cross 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.
By Lei Fan, Fangxue Liu
arXiv:2607. 01255v1 Announce Type: cross Abstract: Universities have responded to generative artificial intelligence (GenAI) in noticeably different ways, both internationally and within Spain.
By Jessica D\'iaz, Sonia Linio, Fernando Pescador, Daniel Martin-Fabiani
arXiv:2606. 00038v1 Announce Type: cross Abstract: Artificial intelligence (AI) literacy is increasingly recognized as a foundational competency for all university graduates.
By J. Paul Liu, Rachel Levy
arXiv:2606. 28749v1 Announce Type: cross Abstract: Although most undergraduates now use large language models (LLMs), a form of generative artificial intelligence (GenAI) for academic writing, no validated method distinguishes the qualitatively different ways students rely on them.
By Shahin Hossain
arXiv:2606. 15766v1 Announce Type: new Abstract: A central pedagogical value evaluated in AI tutor benchmarks is scaffolding: guiding students through graduated steps toward a solution.
By Alexandra Neagu, Jeffrey T. H. Wong, Marcus Messer, Rhodri Nelson, Peter B. Johnson
arXiv:2607. 08748v1 Announce Type: new Abstract: In this study, we present a large-scale descriptive analysis of the use of an AI-based learning assistant (Syntea) in higher education.
By Kristina Schaaff, Quintus Stierstorfer, Valerie Heckel