ScholarWorks@숙명여자대학교

초록

This study empirically analyzed university students’ experiences and perceptions regarding the use of text-generating artificial intelligence (AI) and examined them through the lens of the theory of education-as-the-principle(교육본위론). In particular, the study aimed to explore the impact of generative AI use in assignment writing not merely as a learning aid, but as a force influencing education itself—specifically or their self-directed educational posture. A survey was conducted among students enrolled in four-year universities in South Korea, and statistical analyses were performed on 423 valid responses. The findings are as follows. First, regarding actual use, university students are rapidly increasing their adoption of generative AI tools both inside and outside the classroom, with overall satisfaction levels remaining high. Second, in terms of academic effectiveness, students acknowledged benefits such as improved efficiency in completing assignments, enhanced comprehension of course materials, and support for idea generation. However, they also expressed concerns about the accuracy and reliability of AI-generated content, ethical issues related to authorship, and a decline in originality. Third, concerning the impact on education, participants showed above-average agreement with all seven items measuring the positive educational effects of generative AI, while responses to the eight items related to negative effects showed below-average agreement on four of them. Fourth, with respect to future prospects, most students anticipated that the use of AI tools would continue to grow, but also affirmed that such tools cannot replace human educators. In conclusion, this study underscores the limitations of institution-centered and functionalist approaches to education and proposes both the educational potential and challenges of generative AI through the lens of internal educational criteria grounded in the theory of education-as-the-principle.

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