Campus Location
Dallas Campus (Online)
Date of Award
8-2026
ORCID
https://orcid.org/0009-0000-1841-7830
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
Christie Bledsoe
Second Committee Member or Secondary Advisor
Andrew Lumpe
Third Committee Member or Committee Reader
Marisa Beard
Abstract
Generative artificial intelligence has become increasingly present in higher education, creating opportunities and challenges related to teaching, learning, academic integrity, and student preparation for future professional settings. The problem addressed in this study was the growing misalignment between students’ use of generative artificial intelligence tools and the guidance, expectations, and policies provided within college courses. The purpose of this qualitative case study was to explore how college students described their use of these tools in academic courses and to identify the benefits and challenges associated with integrating them into learning experiences. Data were collected through semistructured interviews with undergraduate students at a small private university in Texas and through document analysis. Participants were recruited through purposeful and convenience sampling and had experience using generative artificial intelligence tools in academic settings. Data were analyzed through coding and thematic analysis. Findings indicated that students used generative artificial intelligence tools for brainstorming, writing support, clarification of course concepts, studying, organization, and idea development. Participants described these tools as useful when they supported learning, improved efficiency, and helped clarify academic content. They also identified concerns related to unclear course expectations, inconsistent faculty policies, academic integrity, overreliance, information accuracy, critical thinking, and professional competence. The study concluded that responsible integration of generative artificial intelligence in higher education requires clear guidance, practical examples, ethical decision-making, and opportunities for students to develop artificial intelligence literacy.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Reese, Hollie L., "Making Sense of Generative AI: A Qualitative Single Case Study Examining How College Students Describe Its Use in Academic Coursework" (2026). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 1043.
https://digitalcommons.acu.edu/etd/1043