“AI Should Help them Learn, Not Learn for Them”: University Staff Perspectives on the Role of Generative AI in Education

Abstract

Generative Artificial Intelligence (GenAI) has rapidly emerged as a dramatic disruptor across multiple sectors, significantly impacting higher education and workplace dynamics (Baidoo-anu & Owusu Ansah, 2023). Understanding how students and educators engage with the complexities, challenges, and affordances of GenAI is essential to developing robust institutional educational responses.  In 2023, we administered a survey to academic staff at our Australian-based University to explore their perspectives, attitudes and experiences regarding GenAI in learning and teaching. Findings revealed substantial concerns regarding academic integrity, ethical considerations, and the potential erosion of essential academic skills such as critical thinking and creativity. Staff highlighted equity concerns related to student access and proficiency in GenAI tools and digital literacy, with uncertainty about staff responsibilities in training students. Conversely, staff recognised substantial opportunities for using GenAI to enhance teaching practices through streamlined administrative processes, improved curriculum and assessment design, and innovative, student-centred learning activities. Given our findings, there is an urgent need for clear governance frameworks, structured professional training programs, interdisciplinary collaboration, and the active inclusion of student perspectives.