Critical Pedagogy and Student Perceptions of Generative Artificial Intelligence in Arts Management Education

This article describes a pilot study seeking student perceptions of faculty generative artificial intelligence (GenAI) use. The study emerged from critical pedagogy tenets, putting students at the center of dialogic learning. Higher education students from predominantly from the United States were asked about their perceptions of GenAI and faculty use thereof, and visual/performing arts student responses were isolated for focused analysis. Students desire flexible GenAI use in assignments due to its utility/career implications and they overwhelmingly agree that faculty should not use GenAI in grading. While technology may enhance efficiency and productivity, concerns about critical thinking, ethics, and overreliance persist. This calls for the need for open discussions with students about GenAI, its capacity, limitations, and ethics in the classroom. Faculty might consider setting clear expectations and guidelines on a classroom level.