To adopt or to ban? Student perceptions and use of generative AI in higher education

The rapid rise of Generative Artificial Intelligence (GenAI) tools such as ChatGPT has sparked debate regarding their impact on higher education. While these technologies have the potential to transform traditional educational practices and enrich personalised learning experiences, they also raise ethical and organisational concerns, including the potential for misinformation and a lack of scientific rigour. This study surveyed 1366 university students from 24 Italian higher education institutions to examine their use of GenAI for academic and personal purposes, their perceptions of its individual and societal implications, their ethical considerations and their expectations regarding institutional policies and future developments. The findings revealed a gender disparity in GenAI usage, with male students being more likely to engage with them than female students. While 69.2% of respondents had used GenAI for personal projects, only 38.7% had applied it to academic tasks. This discrepancy is likely influenced by social desirability bias, as many respondents viewed the use of GenAI to assist in the completion of assignments to be ethically questionable and worried about its impact on critical thinking. Nevertheless, most students indicated that the university should regulate the use of these tools, rather than ban them. The findings also suggest that while students do not perceive an immediate threat to their education or career prospects, they expressed apprehension about AI’s broader societal impact. Overall, the study highlights the need for educators and policymakers to develop clear, balanced regulations that integrate GenAI into education while addressing ethical challenges.