Qualitative inquiry into generative artificial intelligence impact on rural and regional higher education
Keywords:
higher education, digital inclusion, rural and regional education, Artificial Intelligence, students, qualitative researchAbstract
Generative artificial intelligence has become a transformative presence in higher education. The incorporation of generative artificial intelligence into educational frameworks has reshaped how students acquire knowledge, educators teach, and educational institutions operate. This study presents the qualitative findings on how students in rural and regional higher educational settings use generative artificial intelligence for their academic endeavours. A qualitative design was used in this study with a web-based survey asking open-ended questions, providing insights into student perspectives. This paper argues that generative artificial intelligence creates tension in rural and regional higher education: it can expand learning support and flexibility for students who are geographically and socially distant from campus, while simultaneously risking the amplification of existing digital divides, cultural biases, and equity gaps. Using students’ accounts from a multi-campus regional university, the study addresses insight into how generative artificial intelligence is incorporated into study practices and how this use intersects with persistent issues of access, support, and digital inclusion. These findings contribute new evidence to guide equitable and ethical generative artificial intelligence implementation in rural and regional higher education. The findings suggest that while generative artificial intelligence can enrich the educational experience by adapting to diverse learning styles, it necessitates robust frameworks to manage ethical issues ensuring equitable access. This study highlights the need for policy interventions that provide necessary infrastructure and foster an environment where generative artificial intelligence complements traditional educational methods, supporting an inclusive learning environment. Such measures may ensure these benefits are realised across diverse geographical and socioeconomic contexts.
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Copyright (c) 2025 Rachel Kornhaber, Susan Bragg, Annabel Matheson, Pauletta Irwin
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