Edinburgh Napier University

  The rapid advancement of generative AI tools continues to reshape the landscape of higher education, yet core academic principles remain steadfast. This blog post explores the evolving relationship between generative AI and education, highlighting how universities continue to be centres of critical thinking, knowledge creation, and human-driven learning. Drawing on research conducted across multiple UK institutions, including Edinburgh Napier University, it reveals the diverse attitudes and experiences of students and staff towards generative AI, challenging the dominant narratives of inevitability and widespread adoption. While some embrace AI’s potential, others choose to resist or reject its use, often informed by ethical concerns and personal learning philosophies. The post argues for a balanced approach that fosters engagement with AI tools without succumbing to hype or external pressures. Instead, the focus should remain on maintaining meaningful human connections in education and making informed, evidence-based decisions on the role of AI in academic practice.