Generative AI as a learning assistant in ICT education: student perspectives and educational implications

Abstract “The intelligence that was formed on the Enterprise didn’t just come out of the ship’s systems. It came from us. From our mission records , personal logs , holodeck programs , our fantasies.” This fictitious quote from Captain Jean-Luc Picard of the Starship Enterprise in the 1990s, though predating the advent of generative AI (GenAI) technologies, reflects a key truth: the efficacy of artificial intelligence is fundamentally tied to the quality of human input and interaction. GenAI tools are most valuable when they augment rather than replace human cognition. Guided by this principle, our study investigates the potential of GenAI tools as an adjunct or assistant to student learning in ICT education at universities. Using structured focus groups conducted across three institutions, we explored student perspectives on GenAI’s utility, challenges, learning outcomes and skills development. Participants generally expressed positive attitudes towards GenAI, recognising its time-saving and problem-solving capabilities, but also highlighted concerns about accuracy, ethical usage, and the necessity for guidance on effective utilisation. The findings of the thematic analysis informed the development of the GROW-AI framework, a holistic strategy for integrating GenAI tools into educational practices, addressing components that included guidelines, resources, oversight, workforce preparation, and awareness. This framework provides actionable insights for institutions seeking to harness the potential of GenAI while mitigating its risks, fostering a balanced approach to AI in education.