Generative AI in the eyes of the academy: Comparative analysis of faculty and student perceptions
DOI:
https://doi.org/10.46502/issn.1856-7576/2026.20.01.12Keywords:
Educational innovation, generative artificial intelligence, higher education, perceptions, technology adoptionAbstract
The integration of Generative Artificial Intelligence tools such as ChatGPT, Gemini, and Claude is transforming higher education, yet little is known about how different academic stakeholders perceive these technologies within the same institutional context. This study presents a comparative analysis of faculty and student perceptions of Gen-AI in a Spanish university, based on two surveys conducted during the 2024–2025 academic year. Using a descriptive-comparative approach and independent samples t-tests, the study identifies statistically significant differences in attitudes toward Gen-AI across dimensions such as trust, ease of use, institutional support, and ethical concerns. Results show that students exhibit greater enthusiasm, confidence, and willingness to adopt Gen-AI tools, while faculty express more caution, particularly regarding reliability and pedagogical alignment. These findings underscore the need for differentiated institutional strategies that address the distinct expectations and challenges faced by both groups. These findings provide actionable insights for designing institutional strategies and training programs that foster ethical and effective integration of AI in teaching and learning.
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Copyright (c) 2026 F. Javier Miranda, Antonio Chamorro-Mera
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