Abstract:

This study examines the integration of Generative Artificial Intelligence (GenAI) in higher education by analyzing utilization patterns, perceptions, and perceived values among students and faculty members. Conducted at a technological institute in the Middle East during the 2024-2025 academic year, the research employs Expectancy-Value Theory (EVT) as its theoretical framework. It examines the functional, economic, psychological, and hedonic dimensions of GenAI adoption. Data were collected through two parallel online surveys distributed to all students and academic faculty, yielding 769 student responses (13% response rate) and 184 faculty responses (28%), respectively.

The findings reveal widespread GenAI adoption: 94% of students and 80% of faculty use these tools for academic purposes, predominantly ChatGPT. However, significant disparities emerge in usage patterns and objectives between these groups. Students primarily employ GenAI as a personal tutor to clarify complex concepts (M=4.18) and enhance comprehension (M=3.66). Conversely, faculty perceive students as oriented toward productive tasks such as writing academic papers (M=4.11) and summarizing materials (M=3.61). Factor analysis revealed two distinct dimensions of GenAI usage, reinforcing these observed differences.

Value perception analysis indicates that students assign higher functional value to GenAI (M=4.09) than faculty (M=3.60), underscoring its effectiveness in improving learning outcomes. Conversely, faculty attribute significantly higher psychological value to GenAI (M=3.76 vs. M=3.45), perceiving it as instrumental in enhancing confidence and efficiency in teaching and research. Both groups acknowledge GenAI's economic and hedonic benefits, particularly in terms of time efficiency and engagement.

Although substantial majorities of students (81%) and faculty (74%) recognize GenAI integration as advantageous for their institution, significant gaps remain in preparedness and policy development. Notably, 75% of students and 55% of faculty identify a need for dedicated training, whereas 74% of faculty and 47% of students emphasize the necessity for clear ethical guidelines.

These findings underscore the rapid integration of GenAI into educational practice, both for students and faculty, and highlight the urgent need for institutional strategies to address training provision and ethical policy. The insights gained from this research contribute to the ongoing dialogue on the role of GenAI in higher education, benefiting both students and faculty, and providing evidence-based recommendations for its responsible implementation in academia.

Keywords:

Technology, GenAI, Higher education, Teaching and Learning, Expectancy Value Theory, perceptions.