Findings from the quantitative data
The survey was conducted among 457 students and 180 teachers and staff from different disciplines in Hong Kong universities. The goal was to explore the kinds of requirements, guidelines and strategies necessary for developing AI policies geared towards university teaching and learning. The findings reveal valuable insights into the perception of generative AI technologies like ChatGPT among students and teachers (refer to Table
2).
Table 2
Descriptive analysis for quantitative results
I have used generative AI technologies like ChatGPT | 457 | 2.28 | 2 | 1.18 | 180 | 2.02 | 2 | 1.1 |
The integration of generative AI technologies like ChatGPT in higher education will have a positive impact on teaching and learning in the long run | 457 | 4 | 4 | 0.891 | 180 | 3.87 | 4 | 1.32 |
Higher education institutions should have a plan in place for managing the potential risks associated with using generative AI technologies like ChatGPT in teaching and learning | 457 | 4.5 | 5 | 0.854 | 180 | 4.54 | 5 | 0.874 |
I envision integrating generative AI technologies like ChatGPT into my teaching and learning practices in the future | 455 | 3.93 | 4 | 1.09 | 180 | 3.92 | 4 | 1.31 |
I am concerned that other students may use generative AI technologies like ChatGPT to get ahead in their assignments. /I am concerned that there may be an unfair advantage for some students as they may use generative AI technologies like ChatGPT to get ahead in their assignments | 456 | 3.67 | 4 | 1.22 | 180 | 3.93 | 4 | 1.12 |
AI technologies like ChatGPT will replace teachers in the future | 457 | 2.14 | 2 | 1.12 | 180 | 2.26 | 2 | 1.34 |
Students must learn how to use generative AI technologies well for their career | 457 | 4.07 | 4 | 0.998 | 180 | 4.1 | 4 | 1.08 |
Teachers can already accurately identify a student’s usage of generative AI technologies to partially complete an assignment | 457 | 3.02 | 3 | 1.56 | 180 | 2.72 | 2 | 1.62 |
Generative AI technologies such as ChatGPT can provide guidance for coursework as effectively as human teachers | 455 | 3.19 | 3 | 1.25 | 180 | 2.93 | 3 | 1.4 |
Using generative AI technologies such as ChatGPT to complete assignments undermines the value of a university education | 455 | 3.29 | 3 | 1.25 | 180 | 3.56 | 4 | 1.31 |
I can ask questions to generative AI technologies such as ChatGPT that I would otherwise not voice out to my teacher. /Students can ask questions to generative AI technologies such as ChatGPT that they would otherwise not voice out to their teacher | 454 | 3.51 | 4 | 1.2 | 180 | 3.97 | 4 | 1.06 |
Generative AI technologies such as ChatGPT will not judge me, so I feel comfortable with it. /Students will not feel judged by generative AI technologies such as ChatGPT, so they feel comfortable with it | 452 | 3.66 | 4 | 1.15 | 180 | 4 | 4 | 1.17 |
Generative AI technologies such as ChatGPT will limit my opportunities to interact with others and socialize while completing coursework. /Generative AI technologies such as ChatGPT will limit students’ opportunities to interact with others and socialize while completing coursework | 454 | 3.24 | 3 | 1.32 | 180 | 3.69 | 4 | 1.3 |
Generative AI technologies such as ChatGPT will hinder my development of generic or transferable skills such as teamwork, problem-solving, and leadership skills. /Generative AI technologies such as ChatGPT will hinder students’ development of generic or transferable skills such as teamwork, problem-solving, and leadership skills | 454 | 3.3 | 3 | 1.33 | 180 | 3.74 | 4 | 1.41 |
If a fully online programme with the assistance of a personalized AI tutor was available, I would be willing to pursue my degree through this option. /If a fully online programme with the assistance of a personalized AI tutor was available, students should be open to pursuing their degree through this option | 454 | 2.92 | 3 | 1.46 | 180 | 3.21 | 3 | 1.52 |
I can become over-reliant on generative AI technologies. /Students can become over-reliant on generative AI technologies | 454 | 3.11 | 3 | 1.35 | 180 | 4.24 | 4 | 0.955 |
I believe generative AI technologies such as ChatGPT can improve my digital competence. /I believe Generative AI technologies such as ChatGPT can improve students’ digital competence | 454 | 3.8 | 4 | 1.06 | 180 | 3.83 | 4 | 1.12 |
I believe generative AI technologies such as ChatGPT can improve my overall academic performance. /I believe Generative AI technologies such as ChatGPT can improve students’ overall academic performance | 455 | 3.67 | 4 | 1.18 | 180 | 3.63 | 4 | 1.36 |
I believe generative AI technologies such as ChatGPT can help me save time. /I believe Generative AI technologies such as ChatGPT can help students save time | 453 | 4.23 | 4 | 0.848 | 180 | 4.06 | 4 | 1.01 |
I think generative AI technologies such as ChatGPT can help me become a better writer. /I think Generative AI technologies such as ChatGPT can help students become a better writer | 455 | 3.46 | 4 | 1.27 | 180 | 3.31 | 3 | 1.45 |
I believe AI technologies such as ChatGPT can provide me with unique insights and perspectives that I may not have thought of myself. /I believe AI technologies such as ChatGPT can provide students with unique insights and perspectives that they may not have thought of themselves | 455 | 3.84 | 4 | 1.13 | 180 | 3.77 | 4 | 1.26 |
I think AI technologies such as ChatGPT can provide me with personalized and immediate feedback and suggestions for my assignments. /AI technologies such as ChatGPT can provide students with personalized and immediate feedback and suggestions for their assignments | 455 | 3.75 | 4 | 1.14 | 180 | 3.86 | 4 | 1.34 |
I think AI technologies such as ChatGPT is a great tool as it is available 24/7. /I think AI technologies such as ChatGPT is a great tool for students as it is available 24/7 | 455 | 4.16 | 4 | 0.893 | 180 | 3.81 | 4 | 1.17 |
I think AI technologies such as ChatGPT is a great tool for student support services due to anonymity | 455 | 3.91 | 4 | 1.12 | 180 | 3.77 | 4 | 1.29 |
Regarding the usage of generative AI technologies, both students (mean = 2.28, SD = 1.18) and teachers (mean = 2.02, SD = 1.1) reported relatively low experience, suggesting that there is significant room for growth in adoption. Both groups demonstrated a belief in the positive impact of integrating AI technologies into higher education (students: mean = 4, SD = 0.891; teachers: mean = 3.87, SD = 1.32). This optimism was also reflected in the strong agreement that institutions should have plans in place associated with AI technologies (students: mean = 4.5, SD = 0.854; teachers: mean = 4.54, SD = 0.874).
Both students and teachers were open to integrating AI technologies into their future teaching and learning practices (students: mean = 3.93, SD = 1.09; teachers: mean = 3.92, SD = 1.31). However, there were concerns among both groups about other students using AI technologies to get ahead in their assignments (students: mean = 3.67, SD = 1.22; teachers: mean = 3.93, SD = 1.12). Interestingly, both students and teachers did not strongly agree that AI technologies would replace teachers in the future (students: mean = 2.14, SD = 1.12; teachers: mean = 2.26, SD = 1.34).
The respondents acknowledged the importance of learning to use generative AI technologies well for their careers (students: mean = 4.07, SD = 0.998; teachers: mean = 4.1, SD = 1.08). However, both groups expressed doubt about teachers’ ability to accurately identify a student’s usage of generative AI technologies for completing assignments (students: mean = 3.02, SD = 1.56; teachers: mean = 2.72, SD = 1.62).
The responses to the remaining questions suggest that students and teachers recognize potential benefits and drawbacks of AI technologies, including providing guidance and personalized feedback, improving digital competence and academic performance, and offering anonymity in student support services. However, there were concerns about over-reliance on AI technologies, limited social interaction, and the potential hindrance to the development of generic skills.
These findings highlight the need for a comprehensive AI policy in higher education that addresses the potential risks and opportunities associated with generative AI technologies. Based on these findings, some implications and suggestions for university teaching and learning AI policy include:
1.
Training: Providing training for both students and teachers on effectively using and integrating generative AI technologies into teaching and learning practices.
2.
Ethical Use and Risk Management: Developing policies and guidelines for ethical use and risk management associated with generative AI technologies.
3.
Incorporating AI without replacing human: Incorporating AI technologies as supplementary tools to assist teachers and students, rather than as replacements for human interaction.
4.
Continuously Enhancing Holistic Competencies: Encouraging the use of AI technologies to enhance specific skills, such as digital competence and time management, while ensuring that students continue to develop vital transferable skills.
5.
Fostering a transparent AI environment: Fostering a transparent environment where students and teachers can openly discuss the benefits and concerns associated with using AI technologies in higher education.
6.
Data Privacy and security: Ensuring data privacy and security while using AI technologies.
Overall, the survey results indicate an openness to adopting generative AI technologies in higher education and a recognition of the potential advantages and challenges. Addressing these issues through informed policy and institutional support will be crucial for maximizing the benefits of AI technologies in university teaching and learning.
Findings from the qualitative data
The qualitative data collected from students, teachers, and staff yielded valuable and rich suggestions and comments. There are 10 main themes and 25 subthemes that emerged from the qualitative data as presented in Table
3. From the data, we identified ten key areas (i.e., the main themes) that are directly relevant to the planning of an AI policy for teaching and learning in universities. These areas align well with the quantitative data and are as follows:
(1)
Understanding, identifying and preventing academic misconduct and ethical dilemmas
Table 3
Main themes and subthemes of qualitative data
1. Understanding, identifying and preventing academic misconduct and ethical dilemmas | Develop guidelines and strategies for detecting and preventing the misuse of generative AI Identify ethical dilemmas Familiarize students with ethical issues |
2. Addressing governance of AI: Data privacy, transparency, accountability and security | Be transparent about decisions concerning AI use Ensure data privacy and security Address ethical issues such as bias and stereotypes |
3. Monitoring and evaluating AI implementation | Conduct longitudinal experiments to examine the effects of AI use Collect feedback from teachers and students to make informed decisions |
4. Ensuring equity in access to AI technologies | Provide resources and support to all students and staff Ensure all students have access and training to AI tools |
5. Attributing AI technologies | Promote academic integrity in AI use Develop guidelines on how to attribute generative AI’s contribution to student work |
6. Providing training and support for teachers, staff and students in AI literacy | Enhance staff confidence and competence through adequate training Teach students how to use and critique the use of AI technologies Provide education on ethics; knowledge of the affordances, use, and limitations; and capability to evaluate AI outputs |
7. Rethinking assessments and examinations | Design assessments that integrate AI technologies to enhance learning outcomes Develop assessment strategies that focus on students’ critical thinking and analysis |
8. Encouraging a balanced approach to AI adoption | Recognize the potential benefits and limitations of generative AI technologies Avoid over-reliance on AI technologies Use AI technologies as complementary tools |
9. Preparing students for the AI-driven workplace | Teach students how to use AI responsibly Develop curricula that equip students with AI skills and knowledge Familiarize students with AI tools they will encounter for university studies and future workplace |
10. Developing student holistic competencies/generic skills | Enhance students’ critical thinking to help them use AI technologies effectively Provide opportunities for developing competencies that are impeded by AI use such as teamwork and leadership |
To address academic misconduct, universities must develop clear guidelines and strategies for detecting and preventing the misuse of generative AI. Teachers emphasize the importance of creating university-wide policies on how to test students suspected of using AI to complete tasks in which AI use is prohibited or misused. As one student stated, “A clear set of rules about what happens if AI is used and resources on informing students about the rule set are needed.” They also suggested, “Clearly stipulate in which areas generative AI technologies are allowed and which are not. What are the procedures to handle suspended cases? What are the consequences?” Another student mentioned that “the level of restriction should be clarified.” Both teachers and students have also suggested the use of assessments that minimize opportunities for AI misuse, such as oral examinations or controlled settings where internet access is limited, to help maintain academic integrity. Both teachers and students have also questioned “what is the definition of cheating?” in this AI era.
Teachers highlight the importance of identifying ethical dilemmas and recommend familiarizing students with ethical issues, such as the boundaries between plagiarism and inspiration and appropriate situations for seeking help from AI. Establishing clear policies around AI use, including ethical guidelines and legal responsibilities, will help students and staff navigate these complex issues. One teacher noted, “
The education on academic and research ethics should be strengthened.” Explicitly stipulating the areas where AI is allowed and the procedures for handling suspected cases of misuse will help maintain a transparent and equitable learning environment.
(2)
Addressing governance of AI: data privacy, transparency, accountability and security
Universities must take responsibility for decisions made regarding the use of generative AI in teaching and learning, which includes being transparent about data collection and usage, and being receptive to feedback and criticism. By disclosing information about the implementation of generative AI, including the algorithms employed, their functions, and any potential biases or limitations, universities can foster trust and confidence among students and staff in AI technology usage. Teachers emphasize the importance of addressing ethical concerns, privacy, security, and other related issues when using generative AI technologies. Teachers commented “In general, its impact is inevitable. It may negatively affect social consciousness and responsibility. Depending on climate change management and its consequences, it may contribute to the demise of a significant portion of humanity. It may also protect and advance the interests of those who benefit from chaos.”
Privacy and Security: AI technologies rely on vast amounts of data, which raises concerns about privacy and security if the data is not adequately protected. “Institutions should ensure that the data used by generative AI technologies is kept private and secure. This includes ensuring that any data used in training or testing the technology is de-identified, and that appropriate security measures are in place to prevent unauthorized access or use of data.”
Transparency and Accountability: Universities should be transparent about the use of generative AI in teaching and learning, which includes disclosing information about the algorithms and their functions, as well as any potential biases or limitations of the AI tools. “It is essential to recognize ethical dilemmas and consider privacy, security, and related issues when employing generative AI technologies.”
The complexity of AI technologies can make it difficult to hold organizations and individuals accountable for their decisions and actions. Institutions should address ethical issues, such as potential discrimination, bias, and stereotypes, while ensuring data privacy and security.
(3)
Monitoring and evaluating AI implementation
To ensure the success of AI integration in university teaching and learning, continuous monitoring and evaluation of its implementation are necessary. Teachers recommend conducting longitudinal experiments in different areas to better understand how AI affects students’ learning processes and outcomes. Regular assessments of AI’s impact on teaching practices and student performance will help identify areas for improvement and ensure that the technology is being used effectively and ethically. One student mentioned, “
The plan should include more experiments on conducting the AI technologies on teaching.” By regularly collecting feedback from both teachers and students, universities can make informed decisions about how to improve AI implementation. Evaluating the effectiveness of AI tools in enhancing learning outcomes is vital in determining their value and making adjustments as needed.
(4)
Ensuring equity in access to AI technologies
Ensuring equitable access to AI technologies is crucial for fostering an inclusive learning environment. Universities should work to provide resources and support to all students and staff, regardless of their background or access to technology. This may involve the procurement of AI tools, including AI detectors, for use by the entire university community. By promoting equal access to AI technologies, universities can help level the playing field and ensure that all students and staff have the opportunity to benefit from the advantages offered by AI integration.
Equal access to AI technologies is essential for maintaining fairness in the educational environment. One teacher commented, “
Same as all other resources, to incorporate this into current industries (especially education), fairness should be a top priority. If the usage involves any kind of competition, e.g. access to ChatGPT should be equal for all involved parties.” Another student highlights “
Ethical dilemma includes ensuring that the technology is not used to discriminate against individuals or groups, and that it does not reinforce bias or stereotypes.” Universities should consider how to ensure that all students have access and training to AI tools and resources, regardless of their socio-economic backgrounds, in order to level the playing field and promote inclusivity.
(5)
Attributing AI technologies
Attribution is an important aspect of AI policy in university teaching and learning. One student remarked, “
They are welcome to use AI for academic purposes while requiring students to state clearly which part was helped by AI. This is similar to the references and citation of current academic practice.” By requiring students to attribute AI-generated content, universities can promote academic integrity and ensure that AI technologies are used ethically in the learning process. Furthermore, there is a need for guidelines on how to fairly attribute generative AI’s contribution to student work. “
Ethics of use, knowledge of affordances, effective use, critique/evaluation of outputs, and role/integration in workflows/product in study and professional settings” may be included in the attribution.
(6)
Providing training and support for teachers, staff and students in AI literacy
To ensure successful integration of AI in teaching and learning, universities must provide adequate training and support for teachers, staff, and students. Teachers express concerns about coping with this new trend, helping students use AI effectively, and learning from student usage. As one teacher puts it, “Staff and students need an educative approach to its ethical use.” Investing in training and resources can help educators feel more confident and capable in navigating the complexities of AI in their classrooms. This is supported by many students and teachers who believe that institutions should provide training to faculty and staff on the appropriate use of generative AI technologies in teaching and learning. “This training should include information on selecting appropriate technologies, using them effectively, and managing the risks associated with their use,” they say. In addition, “teaching students how to use the technology and how to critique it is probably central to successfully planning for the integration of AI in education.” Students suggest that “teaching students the potential of using generative AI properly and critically can benefit from students using AI hiddenly” and “relying on tools able to detect the use of a generative language model, while being aware of the limits of such tools.”
AI literacy is crucial for both students and staff as they navigate the use of generative AI in teaching and learning. Teachers emphasize the need for education on ethics, knowledge of AI tool affordances, effective use (e.g., prompt engineering), critique and evaluation of outputs, and the role of AI in study and professional settings. A comprehensive AI literacy programme will help students and staff better understand and responsibly utilize AI technologies in their academic and professional lives. By providing training and resources on AI technologies, universities can empower students and staff to make informed decisions about their use and potential applications in teaching and learning.
(7)
Rethinking assessments and examinations
The integration of generative AI in education calls for a re-evaluation of assessments and examinations. Teachers suggest designing assessments that allow AI technologies to enhance learning outcomes, rather than solely producing outputs. For example, one teacher recommends “
Promote assessments and activities where students can by themselves discover the limits of such techniques—and relativize the idea that they could be useful to ‘cheat’.” This shift may necessitate the development of new assessment methods that balance the benefits of AI with the need to maintain academic integrity. A student stated, “
Change of assessment methods to measure the true ‘understanding’ of students instead of the ability to collect information (which can easily be done with AI tools).” Universities may need to develop new assessment strategies that focus on students’ understanding, critical thinking, and analysis to prevent AI-generated content from compromising the assessment process. A teacher noted that “
… it is hard to assess most of them, so we fall back on regurgitation”, a change is necessary.
(8)
Encouraging a balanced approach to AI adoption
A balanced approach to AI adoption in university teaching and learning involves recognizing both the potential benefits and limitations of generative AI technologies. One teacher suggests, “
Be positive about this technological evolution and incorporate it to develop new assignments and assessment.” This approach requires flexibility, striking a balance between embracing new technology for its potential to enhance efficiency and productivity while maintaining a focus on critical thinking and ethical considerations. It is also important to encourage a balanced approach to AI adoption to avoid over-reliance on these technologies. “
We should learn how AI can assist us, but not replace schoolwork,” one teacher advised. This approach involves using AI technologies as complementary tools to support learning rather than relying on them as a substitute for traditional teaching methods. Students should be encouraged to use AI as an aid to their learning process and not solely depend on it for academic success.
(9)
Preparing students for the AI-driven workplace
Preparing students for an AI-driven workplace involves teaching them how to use AI responsibly, ethically, and effectively. Universities should develop curricula that reflect the increasing prominence of AI in various industries, ensuring that students are equipped with the skills and knowledge to navigate the evolving workplace landscape. This includes teaching students how to integrate AI into their workflows, evaluate the effectiveness of AI tools, and understand their role in professional settings. As one teacher notes, “Teaching students how to use it properly and understanding its limitations and strengths would be useful.”
Integrating AI technologies into teaching and learning involves familiarizing students with AI tools they will likely encounter during their university studies and in the workplace, as mentioned by a student who said, “Teach students how to best use AI tools and make AI tools a common part of education, just like PowerPoint and Excel.” Teachers suggest guiding students to recognize ethical issues and helping them self-appropriate AI in study and work settings.
As the workplace increasingly adopts AI technologies, universities should prepare students for this shift. One student stated, “
Plans should be implemented to assist students in making better and more constructive use of AI in learning, career planning, and personal development.”
(10)
Developing student holistic competencies/generic skills
Teachers have highlighted the importance of enhancing critical thinking, digital literacy, information literacy, and professional ethics among students to help them make effective and ethical use of AI technologies. To harness the potential of generative AI technologies, teachers advocate for an emphasis on teaching students to assess the reliability of content, understand biases, and evaluate the accuracy and relevance of AI-generated information. One teacher suggests that “Enhancement on critical thinking among students is definitely a must, in order to make good use of such AI technologies.” Another teacher emphasizes the importance of “Teaching students how to use the technology, and how to critique it, is probably central to successfully planning for the integration of AI in education.”
To successfully embrace generative AI technologies, universities should prioritize fostering critical thinking among students. One student suggested, “Plans on how to maintain students’ interest and motivation to engage in deep and critical thinking, diversify perspectives and expand horizons.”
Developing holistic competencies and generic skills in students is an essential goal of education. “However there are many things, even far more important things, to education…: the education of character; rhetoric and analytical skills; public speaking; creativity; memorisation; all embodied skills,” a teacher argued. Incorporating AI technologies into teaching and learning may hinder students’ development of competencies such as teamwork, leadership, empathy, and creativity skills. Therefore, universities need to continuously find opportunities for students to develop these skills, preparing them for the AI-driven workplace where they need to be adaptable, resilient, and transformational.