GenAI in Higher Education: Perceived Benefits and Risks and Their Implications for KM and Trust

Abstract

As artificial intelligence (AI), especially Generative AI (GenAI), becomes more ubiquitous, its adoption in higher education requires the critical review of all knowledge management (KM) processes, likely transforming how individuals create, acquire, share, transfer, and retain knowledge. As such, the use of GenAI in higher education poses significant benefits but also entails noteworthy risks. Key benefits encompass enhanced academic support, an increase in productivity, innovative pedagogical approaches, tailored learning experiences, and improved student engagement, all of which facilitate more effective knowledge creation and transfer. GenAI tools are also recognized for their ability to act as tutors, assist with the writing of assignments, aid with research, or take on creative, developmental, or administrative tasks. These tools facilitate knowledge acquisition and retention while broadening access to educational resources which theoretically improve learning outcomes. However, these technologies also bear considerable risks that can undermine trust in GenAI technologies, which is crucial for their responsible and sustainable use in higher educational settings. Some cited examples of risks include academic dishonesty, ethical concerns, data privacy issues, misinformation, hallucinations, and over-reliance on AI tools, which can be argued to lead to the decline of critical thinking, social engagement, and the ability to support sustainable KM practices. When higher education institutions lack structured approaches or guidelines for the use of GenAI among their instructors, students, and staff, potential benefits may not be leveraged, and risks may worsen if they go unmonitored. As such, a thorough understanding of the benefits and risks associated with GenAI use is critical to promoting its responsible use in higher education, as well as to developing trust in it, as ethical standards, transparency, and responsible implementation are critical to ensuring constructive engagement. Since an understanding of these benefits and risks currently remains fragmented and constrained in scope, the main objective of this paper is to identify and analyze the perceived benefits and risks of GenAI use in higher education. The overarching goal being to foster trustworthiness in the technology, and trust in the use of these systems. This paper is intended to provide help to higher education institutions seeking to take advantage of the transformative potential of GenAI in a way that leverages benefits, mitigates risks, and fosters trust in these systems.