Understanding the Generative AI Divide: Faculty and Student Perspectives in Higher Education

As generative artificial intelligence (GenAI) tools rapidly transform educational landscapes, higher education institutions face the critical challenge of developing effective policies and guidelines for their integration. However, little empirical research has examined actual GenAI usage patterns, perceptions, knowledge assessments, and training needs among faculty and students in U.S. universities. This study presents findings from a comprehensive survey of 3,164 students and 166 faculty members at a large R1 university in the southeastern United States. Results indicate that while 88% of students are familiar with GenAI concepts, only about a quarter currently use these tools for academic work, and 76% have received no formal classroom instruction on their use. Faculty demonstrate comparable familiarity but report substantial support needs, including assistance with AI-resistant assessments and effective integration strategies. The findings highlight a “familiarity-usage paradox” and underscore the need for institutional policies, faculty development, and clearer guidance to support effective and ethical GenAI integration in higher education.