A newly released report presents findings from a cross-institutional study exploring the integration of generative AI into teaching, learning, and research across higher education in North America. Nearly three years after the commercial launch of ChatGPT, universities and related stakeholders continue to navigate its evolving influence, developing institutional guidelines, policies, and resources in response. Yet many aspects of the technology’s impact remain underexamined, particularly regarding coordinated AI literacy efforts, access to generative tools, and concerns over academic integrity.
To address this gap, the “Making AI Generative for Higher Education” project was launched in fall 2023, comprising 19 colleges and universities from the US and Canada. Each participating institution conducted interviews with instructors and researchers to assess current adoption trends, support needs, and ongoing challenges in engaging with generative AI.
The resulting report shares a range of qualitative insights into how higher education professionals are approaching the technology. Many instructors, while possessing varying levels of AI familiarity, acknowledged the importance of advancing their own literacy in the field. Some are beginning to introduce AI-related activities in coursework, though questions persist about aligning generative tools with existing learning outcomes and reassessing those outcomes where necessary. Instructors also expressed the need for clearer institutional guidance on academic integrity and the formal integration of AI skills within general education curricula.
Among researchers, experimentation with AI tools is already widespread, yet few have identified consistent use cases suitable for long-term integration. Uncertainty around ethical standards and research integrity emerged as a common theme, with many seeking clearer frameworks to guide responsible use. Both instructors and researchers reported a lack of discipline-specific support and expressed concern about secure, affordable access to generative AI platforms. The study also highlighted limited awareness of the evolving landscape of higher education-specific AI products.
The report represents an early effort to systematically document how generative AI is being engaged across postsecondary institutions and identifies critical areas where support structures and institutional coordination remain underdeveloped. It provides a foundation for further inquiry as the sector transitions from initial experimentation toward structured integration.
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