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Generative AI (GAI) tools have recently triggered an unprecedented disruption in the industry and education sectors, with both positive and negative effects requiring investigation. Several studies have already observed how the advanced language and dialogue capabilities (GPT3/4, LLaMA, Bard etc.), visual creativity (MidJourney), and GAI’s ability to adapt to different scenarios is already impacting work processes within fields like customer care, marketing, and software development. This constructivist grounded theory study uses IT vocational education and industry as an example to understand the impact, concerns, and current practices of GAI, leading to propositions for correct and effective use of GAI tools for learning. A group of students were assigned a Python project and were encouraged to use Chat-GPT 3.5 to assist them. Using these student-AI dialogues as sample cases, primary data was then collected through interviews with education/industry experts and students engaged in work-based learning. Interviews were progressively coded and analysed, with emerging theory suggesting that GAI tools are indeed revolutionising IT education and industry. Acting as advanced assistants, these tools facilitate lexically flexible conversations across diverse linguistic styles, igniting concerns regarding potential misuse. While these tools usher in enhanced accessibility and a personalized learning trajectory, it is suggested that adapting curriculum and assessment policies, fostering self-discipline, and nurturing maturity are pivotal to steering their appropriate usage. Ensuring fruitful and correct use still necessitates human intelligence with expert validation, especially in tackling large projects and addressing specialized industry-specific challenges.
Daren Scerri (Fri,) studied this question.