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Education·P Space·Evidence-backed problem·Published 2026-07-13

Understanding the Generative AI Divide: Faculty and Student Perspectives in Higher Education

As generative artificial intelligence (GenAI) tools rapidly transform educational landscapes, higher education institutions face the critical challenge of developing effective policies and guidelines for their integration. However, little empirical research has examined actual GenAI usage patterns, perceptions, knowledge assessments, and training needs among faculty and students in U.S. universities. This study presents findings from a comprehensive survey of 3,164 students and 166 faculty members at a large R1…

TRV-2026-0158Peer-reviewedPermanent record — cite & verify
Understanding the Generative AI Divide: Faculty and Student Perspectives in Higher Education

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The quick read

A June 2026 peer-reviewed survey at a large R1 university in the southeastern United States examined generative AI adoption among 3,164 students and 166 faculty. It found high familiarity, with 88% of students familiar with GenAI concepts, but limited academic use, with only about a quarter using tools for coursework and 76% reporting no formal classroom instruction.

The gap matters because institutions are being pressed to set policies for effective and ethical integration while faculty report substantial support needs for assessments and teaching strategies. What remains uncertain is how these patterns vary beyond a single university and what interventions would close the familiarity-usage divide.

Main points
  • Survey included 3,164 students and 166 faculty members at a large R1 university in the southeastern United States.
  • 88% of students are familiar with GenAI concepts but only about a quarter currently use these tools for academic work.
  • 76% of students have received no formal classroom instruction on GenAI use, while faculty report needs for AI-resistant assessments and integration strategies.
Problem

Students and faculty lack formal instruction and support for using generative AI in academic work, with most students receiving no classroom training.

The rundown

The study surveyed 3,164 students and 166 faculty at a large R1 university in the southeastern United States to examine GenAI usage patterns, perceptions, knowledge assessments, and training needs.

Results show 88% of students are familiar with GenAI concepts yet only about a quarter use the tools for academic work, and faculty report comparable familiarity but need help with AI-resistant assessments and integration strategies, pointing to a familiarity-usage paradox.

Sources

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The debate