Cognitive Gap in Students’ and Teachers’ Perceptions of Artificial Intelligence: A Comparative Regional University Study in Russia

The article presents the results of a comparative empirical study of the perceptions of artificial intelligence (AI) technologies by students and teachers in a Russian university. The relevance is determined by the need to transition from spontaneous use of generative models to pedagogically grounded AI integration in higher education. The aim is to identify and compare the attitudes, practices, and concerns of the two key groups of participants in the educational process. The theoretical framework is based on a thematic literature review covering personalized learning, cognitive load theory (J. Sweller), the human-in-the-loop model of “mixed intelligence”, and international research on AI perceptions in academia. The empirical data come from a survey of 572 respondents (407 students and 165 teachers at Petrozavodsk State University, RANEPA Karelia, and the Petrozavodsk Conservatory, 2024–2025) using online questionnaires and focus groups. Statistical analysis employed the Mann–Whitney U test and the chi-square test. The results reveal a significant cognitive gap: 78% of students use AI as a learning assistant (at least occasionally), compared to 34% of teachers (p < 0.001). Students show pragmatism and a demand for training; teachers express high concern about academic integrity (4.7 out of 5) and devaluation of their role (4.5). A three-level model of balanced integration is proposed (normative-ethical, human capacity, and didactic levels). The findings can inform digital transformation strategies in higher education.