arXiv:2505. 00100v2 Announce Type: replace-cross Abstract: Background and Context.
By Ethan Dickey, Andres Bejarano, Rhianna Kuperus, B\'arbara Fagundes
arXiv:2607. 00211v1 Announce Type: new Abstract: Epistemic thinking plays a central role in students' learning processes when applying generative artificial intelligence (GenAI), particularly in programming contexts where learners must construct queries, evaluate and validate AI-generated outputs, and regulate problem-solving strategies.
By Mengqian Wu
arXiv:2606. 00040v1 Announce Type: cross Abstract: As Generative AI (GenAI) becomes integral to education, fostering GenAI literacy is critical.
By Angxuan Chen, Jiyou Jia
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. 14301v1 Announce Type: new Abstract: As generative AI (GenAI) becomes increasingly embedded in undergraduate academic writing, how students rely on these tools, rather than simply whether they use them, has become a central question for learning, academic integrity, and educational equity.
By Shahin Hossain, Tukhbita Afroz Nawmi
arXiv:2607. 05411v1 Announce Type: cross Abstract: Higher education institutions are increasingly expected to ensure that both students and staff develop Generative AI (GenAI) literacies.
By Eduardo Oliveira, Narelle English, Tracii Ryan, Kamila Misiejuk, Cory dal Ponte, Sonsoles L\'opez-Pernas, Mohammed Saqr