Artificial intelligence in higher education: a comparative synthesis of university teachers’ and students’ perspectives on AI integration and chatbot use

Abstract

The rapid development of artificial intelligence (AI) technologies has significantly influenced higher education, sparking an ongoing debate regarding their pedagogical value, ethical implications and impact on academic practices. By integrating the perspectives of university teachers and students, the study aims to provide a comprehensive understanding of various attitudes towards AI integration, with particular emphasis on the use of AI-powered chatbots in teaching and learning processes. This study adopts a mixed-methods design. Data were collected from 92 university teachers and 408 students of a pedagogical university. Group differences were assessed using non-parametric Kruskal–Wallis and Mann–Whitney U tests. Open-ended responses were analysed thematically to deepen the findings. The results were interpreted from a sociotechnical systems perspective, where AI integration is not merely a technological issue but a transformation of institutional norms and academic practices. The synthesis reveals that both educators and students predominantly perceive AI as a supportive tool capable of enhancing learning efficiency and its personalisation, as well as learning accessibility. However, acceptance of AI remains conditional and is accompanied by significant concerns. Educators emphasise the need for pedagogical control, autonomy and ethical guidelines, while students highlight issues related to overreliance on AI and the authenticity of learning experiences. Across both groups, ambivalent attitudes and a lack of a clearly articulated stance towards the long-term role of AI in higher education are evident. The study’s originality derives from its focus on pedagogical university staff and students – future teachers responsible for the shape of future education. The findings underscore the necessity of developing coherent institutional strategies that combine regulatory frameworks with the cultivation of critical AI literacy among both educators and learners. The article concludes that successful and responsible AI integration in higher education requires not only technological adoption, but also reflective, pedagogically grounded and ethically informed implementation.