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Purpose: This study explores the integration of artificial intelligence (AI) tools in Dutch higher education, examining how students and teachers use these technologies in practice. It aims to assess the extent to which AI enhances educational efficiency and raises critical ethical considerations. Design/Methodology/Approach: A quantitative research design was employed using digital questionnaires distributed among students and teachers in Dutch universities. The study analyzed usage frequency, application purposes, perceived benefits, and concerns related to AI tools in educational settings. Findings: Results show that AI is primarily used for practical support such as text generation, editing, and lesson preparation rather than for fundamentally transforming learning or teaching methodologies. Both groups report improved efficiency and work quality but also express concerns about the reliability and ethical implications of AI-generated content. Practical Implications: The findings highlight the urgent need for AI literacy initiatives that balance technical skills with ethical awareness. Institutions should develop targeted training programs and policies to foster responsible AI use and support its integration in both teaching and learning. Originality/Value: By providing empirical insights into real-world AI use in higher education, this study contributes to the ongoing discourse on responsible AI integration. It underscores the importance of aligning AI adoption with pedagogical goals and ethical standards to ensure meaningful educational innovation.
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Bos et al. (2025) studied this question.
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