Research Article
From Awareness to Academic Use: Generative Artificial Intelligence Awareness as a Predictor of Utilisation for Learning Among Allied Health Undergraduates
Issue:
Volume 10, Issue 2, December 2026
Pages:
48-59
Received:
26 September 2026
Accepted:
5 October 2026
Published:
23 October 2026
Abstract: Background: Generative artificial intelligence (GenAI) has moved quickly from novelty to an everyday learning resource in higher education. Yet frequent exposure does not necessarily mean that students understand how to use these systems critically, safely, and academically. This distinction is especially consequential in health-related education, where inaccurate outputs, privacy breaches, and uncritical reliance can shape learning habits with implications beyond the classroom. Purpose: This study examined GenAI awareness and learning-oriented utilisation among undergraduates in a specialised allied health sciences university in Nigeria and tested whether awareness statistically predicts academic use. Sample: The sample comprised 220 consenting first-year undergraduates drawn from 14 academic programmes. Design and method: An analytical cross-sectional survey was conducted from 6 to 10 September 2026. A study-specific questionnaire measured GenAI awareness with 10 items and utilisation for learning with 12 items, both on four-point scales. Internal consistency was high for awareness (Cronbach’s α = .86) and utilisation (α = .95). Descriptive statistics, Pearson correlation, and simple linear regression were used, with HC3 robust standard errors and Spearman correlation as robustness checks. Results: GenAI exposure was widespread: 96.8% had heard of GenAI and 94.5% reported prior use. ChatGPT was the most frequently used tool (60.0%). Mean awareness was 3.48 (SD = .45), while mean utilisation was 3.44 (SD = .52). Awareness was moderately associated with utilisation (r = .427, 95% CI [.313, .530], p < .001) and significantly predicted utilisation (B = .490, HC3 SE = .073, β = .427, 95% CI [.346, .634], p < .001), explaining 18.3% of the variance. The pattern remained in a sensitivity analysis restricted to self-reported prior users. Conclusions: Awareness matters for academic GenAI use, but it is not sufficient. Students were more aware of GenAI capabilities than of privacy, bias, and academic-integrity risks, revealing a descriptive capability-criticality gap. Allied health institutions should therefore move beyond tool exposure towards structured AI literacy that combines practical use with verification, ethical judgement, confidentiality, and discipline-specific reasoning.
Abstract: Background: Generative artificial intelligence (GenAI) has moved quickly from novelty to an everyday learning resource in higher education. Yet frequent exposure does not necessarily mean that students understand how to use these systems critically, safely, and academically. This distinction is especially consequential in health-related education, ...
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Research Article
A Philosophical Discourse on the Systemic Category of “Holistic Integrity” in Education Management
Issue:
Volume 10, Issue 2, December 2026
Pages:
60-67
Received:
17 September 2026
Accepted:
27 September 2026
Published:
28 October 2026
DOI:
10.11648/j.ajeit.20261002.12
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Abstract: Within systemic and integrative approaches, the category of holistic integrity in the governance of contemporary education in Ukraine is examined at the theoretical and methodological level. The fundamental interrelationships of holistic integrity in governance are identified from systemic and synergetic perspectives. The managerial priorities for developing university holistic integrity are outlined with due consideration of transformational changes under martial law and in the context of post-war reconstruction. Drawing on the resources and experience of relocated educational institutions operating in territories under the control of the Ukrainian government, new organizational and managerial forms (nooforms) have been explored to strengthen the resilience characteristics of institutional holistic integrity. These include preserving academic staff and student populations; consolidating institutions with similar educational profiles; providing accreditation-related incentives; fostering proactive management; establishing secure information platforms; developing “underground schools”; and creating organizational and legal frameworks for implementing the “school without walls” concept. An important aspect of preserving the holistic integrity of an educational institution is organizational management aimed at countering occupation-created “clones” of schools and universities. To strengthen institutional integrity, foster the unity of educational institutions, and ensure sustained support from local authorities in host communities, Community Hubs are being established. An original governance model has been developed and implemented as a four-circuit, synergetic cluster-integrative system designed to ensure the educational institution’s state of antifragility. This foresight-based technology enables an institution to anticipate potential risks and develop adequate responses to challenges that have not yet emerged. The key positions of pragmatic scientific and managerial discourse concerning state policy aimed at safeguarding the holistic integrity of the national education system have been reconstructed.
Abstract: Within systemic and integrative approaches, the category of holistic integrity in the governance of contemporary education in Ukraine is examined at the theoretical and methodological level. The fundamental interrelationships of holistic integrity in governance are identified from systemic and synergetic perspectives. The managerial priorities for ...
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,
Khama Valentine Arinze
