Code appearance frequency table
| Frequency of code appearance | |||
|---|---|---|---|
| Theme | Category | Code | Frequency (N of interviews) |
| GenAI Sensemaking | GenAI Dangers and Concerns | 11 | |
| GenAI Environmental and Ethical Concerns | 7 | ||
| Educational Relevance Concerns | 3 | ||
| GenAI Dangers | 10 | ||
| GenAI Equity vs Identity | 7 | ||
| GenAI Benefits | GenAI Benefits | 10 | |
| GenAI Initial Responses and Interpretations | 11 | ||
| GenAI Longevity | 10 | ||
| GenAI Functionalities | 10 | ||
| GenAI First Impressions | 11 | ||
| GenAI Integration Sensemaking | Current Policy on GenAI | Interpreting Current Policies on GenAI | 11 |
| GenAI Adoption and Rejection | Integration Challenges | 11 | |
| Retrospective Technologies | 9 | ||
| Ease of Use GenAI | 6 | ||
| Integration Support | 8 | ||
| Implications for Policies and Practices | 11 | ||
| Frameworks and Guidelines | Need for (uniform) frameworks and guidelines | 10 | |
| Impact on Assessment | Academic Integrity | 11 | |
| Uncertainty in detecting AI use | 8 | ||
| Impact on Education | Re-evaluation of Educational values, goals, and core | 11 | |
| Adaptive teaching and course strategies | 11 | ||
| Relationship with students | 2 | ||
| Suggestions | Suggestions | Utilize existing frameworks and knowledge | 4 |
| Accessible training with peers | 3 | ||
| Theme | Category | Code | Frequency ( |
|---|---|---|---|
| GenAI Sensemaking | GenAI Dangers and Concerns | 11 | |
| GenAI Environmental and Ethical Concerns | 7 | ||
| Educational Relevance | 3 | ||
| GenAI Dangers | 10 | ||
| GenAI Equity vs Identity | 7 | ||
| GenAI Benefits | GenAI Benefits | 10 | |
| GenAI Initial Responses and Interpretations | 11 | ||
| GenAI Longevity | 10 | ||
| GenAI Functionalities | 10 | ||
| GenAI First Impressions | 11 | ||
| GenAI | Current Policy on GenAI | Interpreting Current Policies on GenAI | 11 |
| GenAI Adoption and Rejection | Integration Challenges | 11 | |
| Retrospective Technologies | 9 | ||
| Ease of Use GenAI | 6 | ||
| Integration Support | 8 | ||
| Implications for Policies and Practices | 11 | ||
| Frameworks and Guidelines | Need for (uniform) frameworks and guidelines | 10 | |
| Impact on Assessment | Academic Integrity | 11 | |
| Uncertainty in detecting AI use | 8 | ||
| Impact on Education | Re-evaluation of Educational values, goals, and core | 11 | |
| Adaptive teaching and course strategies | 11 | ||
| Relationship with students | 2 | ||
| Suggestions | Suggestions | Utilize existing frameworks and knowledge | 4 |
| Accessible training with peers | 3 | ||