From adoption to ethical awareness: Students’ and faculty’s engagement with generative AI

18th International Computer and Instructional Technologies Symposium, Ankara, Türkiye, 18 - 19 Eylül 2025, (Özet Bildiri)

This study explores students’ and faculty’s generative AI adoption across several aspects, including attitudes, utilization,

working knowledge, competencies, and ethical concerns. Data were collected through surveys administered to both

groups during the 2024–2025 spring semester, with 320 students and 47 instructors participating. Descriptive methods

were used to analyze the data. Survey results reveal that students generally perceive GenAI as supportive of their

learning, understanding course content and improving assignment quality. Most students report confidence in using

GenAI and awareness of its ethical implications, though fewer feel knowledgeable about how the technology generates

content. Students express a clear need for guidance, emphasizing the importance of instructor-provided rules and

examples. Competency ratings indicate students feel most skilled with textual content and computer code, while

reporting lower skills in video and sound, with images and slides falling in between. Faculty expressed moderate

confidence in their technical skills for using GenAI and in their understanding of how GenAI generates content, with

moderate-to-high confidence regarding ethical issues. Approximately half have adapted assignments in response to

students’ use of GenAI, whereas fewer have adjusted teaching methods to integrate it. Competency patterns mirror those

of students, with the strongest skills in textual content and the weakest in video and sound. Faculty are divided on

academic integrity, yet a majority support encouraging student use. These findings suggest that students are optimistic

about GenAI but seek structured guidance, while faculty demonstrate cautious engagement, highlighting gaps in

technical competencies and pedagogical integration. Insufficient technical knowledge among both students and faculty

may contribute to uninformed perceptions regarding ethical use. These results highlight the need for targeted training

initiatives.