Comparing student and educator perceptions of generative artificial intelligence for teaching, learning and assessment: results from two institutional surveys

Purpose This research aimed to understand the perceptions and experiences of GenAI by educators and students at an Irish University. Design/methodology/approach Two cross-sectional online surveys were distributed, one for educators and another for students. The surveys sought to gather information on a range of topics relating to GenAI and education including teaching, learning and assessment activities, academic integrity and possible impacts on future careers and skills requirements. Survey responses were analysed using descriptive statistics. Findings One hundred and fifty-eight students completed the student survey and 109 staff members completed the educator survey. More than 80% of students report GenAI use, in comparison to approximately 53% of educators. Educators appear open-minded to the possibility of using GenAI for assessment and feedback while there appears to be some resistance to this idea amongst students, particularly for supporting the provision of feedback on summative assessment. The research identifies that educators and students have considerable concerns about breaching academic integrity and a recognition that the technology will be impactful on future careers for both groups. Originality/value This research provides a detailed understanding of educators' and students' views and practices relating to GenAI for teaching, learning and assessment activities. This is particularly pertinent given the range of GenAI educational supports and national and institutional guidelines, that have been disseminated within our university for both educators and students over the past year. Inclusion of these two key stakeholder groups, together with the wide range of themes that are examined within the survey provide interesting and useful insights for those involved in student-facing activities. The research findings may also be of interest to those responsible for the development of guidelines and policies, at an institutional level and beyond.