Generative AI in Higher Education: Student and Faculty Perspectives on Use, Ethics, and Impact

This study investigates how generative AI tools are shaping the academic experiences of college students and faculty. Using a mixed-methods approach, the research draws on survey data from 114 students and interviews with 18 professors to explore perceptions, usage patterns, and perceived academic impacts of generative AI in coursework. Findings indicate that students generally view generative AI positively, particularly as a tool for managing academic stress and enhancing learning, with usage most common among those juggling multiple responsibilities. In contrast, faculty opinions were more cautious, emphasizing ethical concerns and inconsistent policy enforcement. Cultural background significantly influenced student attitudes; Asian-raised students reported more favorable views than North American-raised peers, while factors like gender and academic performance showed minimal effect. Faculty interviews revealed that most instructors permit AI use under certain conditions but lack formalized policies. The study highlights a growing disconnect between student behavior and institutional readiness, calling for clear, adaptable AI guidelines that balance academic integrity with practical student needs. These findings offer timely insights to help universities create effective and equitable AI integration strategies.