Differences in the Opinions of Students and Academic Staff on the Need for Guidelines for the Use of Generative AI in Social Science Studies and Research

Abstract

Purpose The rapid integration of generative artificial intelligence (GenAI) tools into academic research has led to considerable debate about their proper use. However, most publications have been related to STEM, while less attention has been paid to the social sciences. Design/methodology/approach This study compares the contrasting perspectives of students and academic staff on the need for formal guidelines governing the use of GenAI in social science studies and research. Using a mixed methods approach, combining critical analysis of scientific articles and a survey of students and academic staff in the Baltic region, we identify the main differences in attitudes, perceived risks, and expectations. FindingsStatistical tests of the survey results allow us to conclude that statistically significant differences are observed among students, both in terms of age and level of study of respondents, as well as research experience and country of residence. On the other hand, there are significant differences among academic staff only in terms of research experience. There are no significant differences of opinion between the two study groups on the need for guidelines for GenAI use by gender. Practical implications The findings reveal a generational and experience gap in the perceived role of GenAI, highlighting the urgent need for inclusive, discipline-specific frameworks that address both innovation and academic rigor. Originality/value This study contributes to the ongoing discussion on the responsible integration of GenAI in academia and offers recommendations for policy development that reflect the diverse needs of the academic community.

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