Abstract
This article presents a study of the attitudes of students and lecturers at a single Polish technical university toward institutional policies governing the use of generative artificial intelligence (Gen AI). The study was conducted to understand what kind of policy the academic community expects: one that protects academic integrity while not hindering innovation and that is perceived as fair. The survey involved 144 respondents from various study fields and used an online questionnaire covering eight topic areas. Three findings stand out: three-quarters of respondents do not know whether their institution has a Gen AI policy; students and lecturers diverge sharply in how they judge the impact of Gen AI on academic integrity and independent thinking; and both groups reject outright bans while favouring clear, selective rules. Engineering students show greater acceptance of AI generation than students in the humanities and social sciences. Because the data come from one institution, the results are exploratory; we situate them against comparable international studies and derive a three-tier hybrid policy model.
Paper Type
Short Paper
DOI
10.62036/ISD.2026.165
A Comparative Analysis of Lecturer and Student Attitudes Toward Generative AI Policies in Higher Education
This article presents a study of the attitudes of students and lecturers at a single Polish technical university toward institutional policies governing the use of generative artificial intelligence (Gen AI). The study was conducted to understand what kind of policy the academic community expects: one that protects academic integrity while not hindering innovation and that is perceived as fair. The survey involved 144 respondents from various study fields and used an online questionnaire covering eight topic areas. Three findings stand out: three-quarters of respondents do not know whether their institution has a Gen AI policy; students and lecturers diverge sharply in how they judge the impact of Gen AI on academic integrity and independent thinking; and both groups reject outright bans while favouring clear, selective rules. Engineering students show greater acceptance of AI generation than students in the humanities and social sciences. Because the data come from one institution, the results are exploratory; we situate them against comparable international studies and derive a three-tier hybrid policy model.
Recommended Citation
Dudek, D., Piątkowski, J. & Kwapisz, M.(2026). A Comparative Analysis of Lecturer and Student Attitudes Toward Generative AI Policies in Higher Education. In M. Valenta, B. Mannová, R. Pergl, A. Przybylek, M. Lang, H. Linger, C. Schneider, N. Iivari, & E. Insfran (Eds.), Making ISD Sustainable: Reloaded with AI and Automation (ISD2026 Proceedings). Prague, Czech Republic: Czech Technical University in Prague. ISBN: 978-80-01-07585-2. https://doi.org/10.62036/ISD.2026.165