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Education·The Trace·Dual reading·Published 2026-09-05

use of generative AI in higher education teaching and learning

Source article: The AI generation gap: Are Gen Z students more interested in adopting generative AI such as ChatGPT in teaching and learning than their Gen X and millennial generation teachers?

Abstract: Abstract This study aimed to explore the experiences, perceptions, knowledge, concerns, and intentions of Generation Z (Gen Z) students with Generation X (Gen X) and Generation Y (Gen Y) teachers regarding the use of generative AI (GenAI) in higher education. A sample of students and teachers were recruited to investigate the above using a survey consisting of both open and closed questions. The findings showed that Gen Z participants were generally optimistic about the potential benefits of GenAI, including enh…

TRV-2026-0988Peer-reviewedPermanent record — cite & verify
Trace impact reading

Contested: both sides are scored from claims and sources, not community votes.

P 70The P score combines the specificity and measured human impact of the grounded problem claim with the strength of this Trace’s cited sources.G 73The G score combines the specificity and measured human impact of the grounded gain claim with the strength of this Trace’s cited sources.
The AI generation gap: Are Gen Z students more interested in adopting generative AI such as ChatGPT in teaching and learning than their Gen X and millennial generation teachers?

"US CON GEN - OCAD U Calendar Project" by US Embassy Canada is marked with Public Domain Mark 1.0. To view the terms, visit https://creativecommons.org/publicdomain/mark/1.0/.

The quick read

A November 2023 peer-reviewed study surveyed Generation Z students and Generation X and Generation Y teachers about generative AI in higher education. Gen Z respondents were generally optimistic about benefits such as productivity and personalized learning and said they intended to use the tools for educational purposes, while Gen X and Gen Y teachers acknowledged benefits but reported stronger concerns about overreliance and ethical and pedagogical implications.

The contrast matters because it shows adoption is not just a technical question but a generational and governance one for universities. The findings point to a need for evidence-based policies, critical thinking and digital literacy training, and approaches that combine AI with traditional teaching, though the abstract does not report sample size, institutional context, or measured learning outcomes, leaving how intentions translate into practice uncertain.

Main points
  • Survey of Gen Z students and Gen X and Gen Y teachers used open and closed questions to explore experiences, perceptions, knowledge, concerns and intentions regarding generative AI.
  • Gen Z participants were generally optimistic about benefits and reported intentions to use GenAI for various educational purposes.
  • Gen X and Gen Y teachers acknowledged potential benefits but reported heightened concerns about overreliance and ethical and pedagogical implications.
Gain

Gen Z students in higher education reported optimism that generative AI could improve learning through enhanced productivity, efficiency and personalized learning and expressed intentions to use it for educational purposes.

Problem

Gen X and Gen Y teachers reported heightened concerns that student use of generative AI in higher education could lead to overreliance and create ethical and pedagogical problems without proper guidelines and policies.

The rundown

The study recruited a sample of students and teachers and administered a survey with both open and closed questions to capture experiences, perceptions, knowledge, concerns and intentions about generative AI.

Findings contrasted generational perspectives: Gen Z students emphasized productivity, efficiency and personalized learning benefits and intent to use, while Gen X and Gen Y teachers stressed overreliance risks and the need to combine technology with traditional methods and develop evidence-based guidelines.

Sources

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The debate