The use of Generative AI in Academic Work: Insights from University Students and Faculty

Abstract

The integration of generative Artificial Intelligence (AI) in higher education raises several discussions on its ethical use, academic integrity, and its role in learning. This study explores the perceptions of students and faculty regarding the use of generative AI in academic assignments, focusing on ethical considerations, student learning, and institutional guidelines. A survey was conducted among undergraduate and graduate students (N=329) and faculty members (N=14) belonging to a specific department (not in the field of STEAM) of a private higher education institution in Portugal. The survey comprised three sections: (I) Use of generative AI in academic contexts, (II) Perceptions of ethical generative AI use, and (III) Practical application of generative AI in academic assignments. Data analysis involved descriptive statistics to identify agreement trends and differences between students and faculty perceptions. Findings reveal significant differences in perceptions. While most respondents acknowledge generative AI as a valuable support for learning, opinions diverge on its impact on skill development and the ethical implications of its use in assessments. Approximately half of both groups disagree on whether GAI negatively affects students' competencies. Despite these variations, there is a strong consensus on the need for clear institutional guidelines to regulate AI’s role in academic work. This research highlights the need for improved digital literacy and ethical awareness among both students and faculty. It also underscores the importance of establishing structured discussions and collaborative frameworks to navigate the responsible use of AI in education. The findings contribute to ongoing debates on AI adoption in academia and call for the development of best practices to ensure ethical and effective AI integration in learning environments.