Generative AI (GenAI) is transforming higher education, prompting institutions to rethink pedagogical practices, governance, and learning experiences. This study addresses this shift by (i) synthesizing recent literature on GenAI in education, (ii) proposing a four-quadrant AI literacy framework that distinguishes between learning about AI and learning with AI for both students and lecturers, and (iii) conducting an exploratory evaluation of 19 course-embedded pilots (2024–2025), including an in-depth case study. The pilots aimed to explore the educational potential of GenAI within existing curricular structures, with emphasis on the perceived value of GenAI, ethical considerations, and usability. Conducted in a privacy-preserving Azure environment with opt-in participation and non-AI alternatives, data were collected via student (n = 184) and lecturer (n = 42) surveys and focus groups. Students reported perceived benefits, including improved understanding (54%), added course value (67%), and positive attitudes toward GenAI (66% across different cohorts). However, they also expressed concerns about hallucinations, loss of authentic voice, and over-reliance. Lecturers indicated that GenAI enabled a shift from routine feedback to higher-order coaching, with purpose-built custom GPTs improving alignment with intended learning outcomes, though these required didactic and technical support. The study suggests a potential mutual reinforcement between lecturers’ and students’ AI literacy. Lecturers’ growing familiarity with GenAI appeared to improve student experiences by providing clearer parameters and more aligned assessments. The proposed framework offers preliminary guidance for curriculum design, lecturer development, and governance, emphasizing responsible, equitable, and pedagogically aligned GenAI integration.
Uijl et al. (Sat,) studied this question.