Teacher-regulated generative AI support, student agency, and perceived learning gains in higher education: the moderating role of perceived fairness

IntroductionGenerative artificial intelligence is increasingly used in higher education, yet its educational value depends not only on technological access but also on how its use is pedagogically regulated. This study examined how teacher-regulated generative AI support is associated with university students' perceived learning gains in higher education. It further tested whether student agency mediates this association and whether perceived fairness conditions the strength of the association b

Related evidence

These records share source-supplied organisations, an exact publisher byline, automatic topics or regions. The reason is shown on every link; related does not mean supporting, agreeing with or verifying this record.

How to cite this record

ethics.ai (13 July 2026), “Teacher-regulated generative AI support, student agency, and perceived learning gains in higher education: the moderating role of perceived fairness,” evidence record 2200, https://ethics.ai/record/2200 (originally published by Frontiers in Artificial Intelligence).

Use and limitations

This page is a stable index and citation surface for a source record. ethics.ai did not author the underlying report and has not independently verified every claim. Automatic topics may be imperfect. For consequential use, quote and cite the original publisher.