Artificial Intelligence in Universities: A Clash Between Students and Faculty

A Study Revealing New Challenges in Academia

A joint study conducted by the University of Manchester and Spain’s Universidad del País Vasco has shown that perceptions surrounding artificial intelligence (AI) in universities differ sharply between students and lecturers. The research, carried out in the spring of 2024, highlights the necessity for universities to develop policies based on real data rather than unfounded fears.

The study surveyed 45 academic staff members and 86 students. The results indicated that lecturers perceive students to be using AI extremely actively, rating this usage at an average of 5.23 on a 7-point scale. Conversely, the students' own self-assessment is significantly lower, averaging 3.11. This discrepancy suggests that academic staff often overestimate the frequency of technology use, which fosters an atmosphere of mistrust.

How Students Use AI

For students, AI tools like ChatGPT have become as much of an everyday utility as Google Docs or Wikipedia. According to the study, young people primarily use AI to boost productivity. This includes generating text, correcting grammatical errors, searching for academic sources, and finding answers to assignments.

On the other hand, the knowledge and experience lecturers have regarding AI is quite inconsistent. Only 14% of the academic staff participating in the study reported using paid AI subscriptions. This low figure suggests that lecturers often struggle to identify the real ways students use the technology because they are not involved in these processes themselves.

From Skepticism to Collaboration

Dr. Mark Carrigan, a senior lecturer in education at the University of Manchester and an author of the study, notes that discussions in universities are often focused solely on the risks of academic integrity violations or "cheating." This distorts reality. He argues that universities must stop viewing the technology with suspicion and shift toward a constructive approach.

"We need to move beyond a climate of suspicion and focus on how these tools can be appropriately used to support learning. We need to rethink teaching and assessment methods in an AI-based world," says Carrigan. The authors emphasize that only through the joint involvement of students and lecturers, and the integration of AI, is it possible to maintain and improve the quality of education.

For the educational sector in Georgia, these results are particularly relevant. As local universities search for ways to regulate artificial intelligence, the study serves as a reminder that increasing the qualifications of academic staff and engaging in dialogue with students is far more effective than policies focused on prohibition.