• Ginesh Mangadath

The emergence of Generative Artificial Intelligence (GenAI) tools, particularly large language models such as ChatGPT, Bard, and similar AI-driven applications, has brought a paradigm shift in teaching and learning practices within higher education. These technologies are increasingly being integrated into academic environments to support instructional delivery, personalized learning, content creation, assessment design, and academic mentoring. While generative AI offers substantial potential to enhance teaching efficiency and learner engagement, it also presents complex challenges related to academic integrity, ethical usage, data privacy, and the evolving role of educators and institutions. This study explores the impact of generative AI tools on the teaching learning process in higher education by examining perceptions, usage patterns, and pedagogical outcomes among faculty members and students. Adopting a mixed-method research design, the study combines quantitative survey data with qualitative insights to capture a comprehensive understanding of generative AI adoption in academic contexts. The findings indicate that generative AI tools positively contribute to student-centered learning by facilitating immediate academic support, improving conceptual understanding, and promoting self-regulated learning. Faculty members report benefits such as reduced administrative workload, enhanced instructional planning, and support in developing innovative teaching materials. However, the study also identifies significant concerns, including increased dependence on AI-generated content, challenges in maintaining academic originality, insufficient digital literacy among users, and the absence of clear institutional policies governing AI use. These issues raise critical questions about assessment credibility, teacher authority, and the ethical boundaries of AI-assisted learning. The study further highlights disparities in access to generative AI technologies, particularly in resource-constrained institutions, which may exacerbate existing educational inequalities. The paper argues that the effective integration of generative AI in higher education requires a balanced and regulated approach that aligns technological innovation with pedagogical goals and ethical standards. It recommends the development of institutional frameworks, faculty training programs, and learner awareness initiatives to ensure responsible and inclusive use of generative AI tools. The study contributes to the growing body of literature on educational technology by offering empirical insights and policy-oriented recommendations for the sustainable adoption of generative AI in higher education.

Generative Artificial Intelligence, Higher Education, Teaching–Learning Process, ChatGPT, Educational Technology, Academic Integrity, Faculty Perception, Student Engagement

"Impact of Generative AI Tools on Teaching and Learning in Higher Education: Opportunities, Challenges, and Pedagogical Implications", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.13, Issue 1, page no.c466-c477, January-2026, Available :http://www.jetir.org/papers/JETIR2601256.pdf

"Impact of Generative AI Tools on Teaching and Learning in Higher Education: Opportunities, Challenges, and Pedagogical Implications", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.13, Issue 1, page no. ppc466-c477, January-2026, Available at : http://www.jetir.org/papers/JETIR2601256.pdf