Understanding the Generative AI Divide: Faculty and Student Perspectives in Higher Education.

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Bibliographic Details
Title:	Understanding the Generative AI Divide: Faculty and Student Perspectives in Higher Education.
Authors:	DeStefano, Christine Depies¹, Hackney, Joshua¹, Moskal, Patsy D.¹
Source:	Online Learning. Jun2026, Vol. 30 Issue 2, p31-48. 18p.
Subject Terms:	Generative artificial intelligence, Training needs, Student attitudes, College teacher attitudes, Education ethics, Education policy, *Higher education, Innovation adoption
Geographic Terms:	United States
Abstract:	As generative artificial intelligence (GenAI) tools rapidly transform educational landscapes, higher education institutions face the critical challenge of developing effective policies and guidelines for their integration. However, little empirical research has examined actual GenAI usage patterns, perceptions, knowledge assessments, and training needs among faculty and students in U.S. universities. This study presents findings from a comprehensive survey of 3,164 students and 166 faculty members at a large R1 university in the southeastern United States. Results indicate that while 88% of students are familiar with GenAI concepts, only about a quarter currently use these tools for academic work, and 76% have received no formal classroom instruction on their use. Faculty demonstrate comparable familiarity (mean 4.5/5.0) but report substantial support needs, with 65% requesting assistance in creating AI-resistant assessments and 63% seeking guidance on effective GenAI integration in teaching. Before universities can implement effective GenAI guidelines and policies, they must first understand the current landscape of usage, perceptions, and training needs among their academic communities. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	As generative artificial intelligence (GenAI) tools rapidly transform educational landscapes, higher education institutions face the critical challenge of developing effective policies and guidelines for their integration. However, little empirical research has examined actual GenAI usage patterns, perceptions, knowledge assessments, and training needs among faculty and students in U.S. universities. This study presents findings from a comprehensive survey of 3,164 students and 166 faculty members at a large R1 university in the southeastern United States. Results indicate that while 88% of students are familiar with GenAI concepts, only about a quarter currently use these tools for academic work, and 76% have received no formal classroom instruction on their use. Faculty demonstrate comparable familiarity (mean 4.5/5.0) but report substantial support needs, with 65% requesting assistance in creating AI-resistant assessments and 63% seeking guidance on effective GenAI integration in teaching. Before universities can implement effective GenAI guidelines and policies, they must first understand the current landscape of usage, perceptions, and training needs among their academic communities. [ABSTRACT FROM AUTHOR]
ISSN:	24725749
DOI:	10.24059/olj.v30i2.5911