Abstract:

The rapid emergence of artificial intelligence (AI) and generative artificial intelligence (GenAI) is reshaping teaching, learning, and assessment across global higher education. This study investigates how UK universities are navigating this evolving landscape through their institutional guidance and policy responses. Documentary analysis of forty-four universities’ publicly available AI and GenAI documents was conducted, employing content and thematic analysis to identify emergent themes. Findings reveal contested and inconsistent approaches to AI and GenAI. While 66% of the sample universities specifically address GenAI, 34% refer only to AI. In addition, 30% of the universities have a formal AI policy, whilst 70% provide practical guidance to students and staff. All the universities situate their guidance within both global and national contexts, reflecting awareness of external developments and local priorities, however, consistency remains limited. Every institution offers advice on GenAI use in teaching, learning, assessment, and student support, yet guidance for administrators, leaders, and researchers - and on data privacy, security, legal compliance, ethics, and governance - is far less comprehensive. This study recommends that universities ensure accuracy of guidance when distinguishing between AI and GenAI, extend that guidance to all stakeholder groups, embed in that guidance explicit reference to data protection, ethics and governance, and develop separate AI toolkits for staff and students. These steps would enhance institutional preparedness and promote responsible, informed engagement with GenAI across higher education.

Keywords:

Generative Artificial Intelligence, Higher Education, Ethical AI adoption.