4.1. Limitations
Findings of this study are inherently bound to a specific context and
time frame, influencing the generalizability of results. First and
foremost, the study’s insights are derived from a first-year university
course, thereby reflecting the attitudes and experiences of students at
a particular stage in their academic journey. Students’ perceptions and
acceptance of GenAI, as well as their engagement with the learning
agreement, are likely influenced by their previous experiences,
including their exposure to similar technologies during their high
school education. Attitudes toward GenAI use in educational settings are
dynamic and likely to evolve over time. The period during which this
study was conducted saw students transitioning from an environment where
GenAI tools might have been banned to one where such technologies are
increasingly embraced, not only in higher education but potentially in
future high school settings as well. This evolution suggests that the
study’s findings, while insightful for the current cohort, may not fully
encapsulate the changing landscapes of GenAI acceptance and use among
incoming students. Additionally, the reliance on a single course for
data collection limits the ability to draw broader conclusions about the
effectiveness and reception of the learning agreement across diverse
academic disciplines and educational contexts.