AI usage at MUM

2024 Survey

Introduction

A lot of work is being done to transform education in the face of AI. Through it all, it's important to know where we are at, and how to move forward. This first survey was an effort to get a baseline understanding of the current state of AI in teaching at Monash University Malaysia (MUM). This information will help us ensure educators are supported to upskill and do transformative work in an AI-ubiquitous world.

This report presents the findings of a survey conducted across the campus with teaching staff, capturing data on the AI tools being used, their specific applications, and educators' general concerns about AI integration.

Respondents

AICCs shared the survey with educators in their respective Schools, and a total of 189 educators responded to it. Lecturers, some of whom are Chief Examiners and Unit Coordinators, are the largest cohort of AI users on campus. Most respondents teach at the undergraduate level, specifically in Years 1, 2, and 3.

This highlights the need to prioritise upskilling educators in undergraduate programs. Since an undergraduate degree often serves as the entry point to the workforce, it is essential to review and update curricula to incorporate AI skills aligned with industry, employer, and market demands. Postgraduate coursework programs should also integrate AI competencies, as many students in these programs are already employed in roles that require AI proficiency. Equipping them with these skills is crucial to ensuring they remain competitive in their fields.

Quick statistics

Other AI platforms used by respondents include CoPilot, Perplexity, Gemini, Claude, and more.

How MUM educators use GenAI

Educators use GenAI most frequently to facilitate learning in class activities. They also commonly employ GenAI to develop teaching and learning materials and design assessments. Teachers use GenAI less often for designing active learning and providing feedback to students.

Some use cases of how MUM educators implement GenAI in their teaching and learning activities include:

MUM educators’ concerns about GenAI

Educators expressed several concerns about integrating AI into teaching, learning, and assessment. The most pressing issues were academic integrity and ethics, with many rating these as highly or moderately concerning. This reflected strong apprehension about AI’s potential impact on fairness and honesty in education.

Educators also questioned AI’s reliability and accuracy in educational contexts. Although many felt unprepared to implement AI in their teaching practices, most rated this as a slight or moderate concern. In contrast, cost was the least worrisome factor, with most educators expressing little to no concern about prohibitive expenses.

The heightened concern for academic integrity and ethics likely stemmed from fears that AI could facilitate cheating or unauthorised use, even when prohibited, thereby undermining the credibility of assessments. Concerns about reliability and accuracy reflected uncertainty about whether AI can meet the precision standards required in education. The moderate concern about integration suggested that educators needed additional training and support to adopt AI confidently and effectively.