Evolving Perspectives on Generative AI in Higher Education: Insights from Two Years of University Stakeholder Analysis

Abstract

Abstract Technology innovations play an important role in urging higher education institutions to adapt to changing societal values and needs, yet the adoption of new technologies can be a complex process requiring multi-stakeholder engagement. This study examines the evolving perceptions of Generative AI (GenAI) within a university community through the analysis of survey data collected over two consecutive years. Through Latent Class Analysis, we identify different groups of perceptions among students, faculty, and staff. Findings highlight the role of experience with AI in shaping participants’ attitudes. While faculty may recognize more of the values in GenAI applications, the level of comfort with using AI in education settings still varies. Meanwhile, students express persistent concerns related to job security, academic integrity, and ethical AI use. The study highlights the need for institution-wide AI literacy initiatives, adaptive learning frameworks, and structured policy interventions to support equitable and effective GenAI integration.

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