The impact of generative artificial intelligence on academic development of Chinese students in humanities and social sciences
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. Yet, systematic evidence on the educational impacts of GenAI on HSS students remains limited. Addressing this gap, this study draws on a large-scale survey of HSS students in China to examine its role in academic development. Guided by relevant l
The proliferation of generative AI tools has made their impact on education an immediate concern, especially in fields like humanities and social sciences where written output is central.
This study provides early, systematic evidence from a large Chinese student population on how GenAI is being integrated into academic processes in HSS, offering insights into its practical effects.
The understanding of GenAI's real-world academic impact moves from theoretical discussion to data-driven analysis, specifically within a large, non-Western educational context.
- · Generative AI developers
- · Students leveraging AI for efficiency
- · Educational institutions adapting swiftly to new tools
- · Traditional assessment methods
- · Educators resistant to AI integration
- · Students unable to access or effectively use GenAI
Increased debate and policy formulation regarding AI's role in academic integrity and skill development.
Revision of curricula and teaching methodologies to account for AI capabilities and ethical usage.
Potential for a divergence in academic skill sets between students in AI-integrated versus traditional educational environments globally.
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Read at arXiv cs.AI