Exploring Generative AI tools in higher education: insights for policies

The public availability of the Generative Artificial Intelligence (Gen-AI) tools, such as ChatGPT, led to diverse reactions in society. In higher education, these emerging technologies have brought several challenges, particularly with regard to ethical considerations, assessment frameworks, and new paradigms in teaching and research practices. In this article, we intend to explore the issues related to integration and ways of using the Gen-AI tools in higher education, especially in initial teacher education, and the implications of this use for education policies. A qualitative approach was used with recourse to non-participant observation and narrative research methods through the analysis of experiences developed in Initiation to Professional Practice curricular unit of a Master’ in Teaching. It was found that future teachers were able to use the ChatGPT as a tool to plan lessons and create digital educational resources, but the results obtained from its use always need careful and rigorous scrutiny and verification. Developing an entrepreneurial mindset in learning is important to increase creativity, innovation, and adaptability among preservice teachers. One also concludes that it is relevant to address and include issues relating to artificial intelligence in higher education, reflecting them particularly in regulations, legislation, and educational policy.