Appropriate Use? Exploring Generative AI Expectations Across Academic Disciplines

This study explores how instructors across disciplines perceive and navigate the growing presence of generative AI in higher education classrooms. Through semi-structured interviews with instructors representing diverse academic disciplines, this study employed thematic analysis to examine how faculty members are integrating AI into teaching and learning, the challenges they encounter, and the evolving expectations surrounding appropriate student AI use. Findings suggest that instructors view AI as both a significant opportunity and a substantial pedagogical challenge. Participants identified potential benefits, including writing and programming support, personalized learning assistance, accessibility enhancements, and improved student engagement, while also expressing concerns regarding academic integrity, overreliance on AI, diminished student skill development, inaccurate outputs, and difficulties establishing clear classroom expectations. Participants emphasized that appropriate use is highly contextual and shaped by disciplinary norms, professional expectations, and ethical considerations.