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.