Research

Leading Through Disruption: Higher Education Executives Assess AI’s Impacts on Teaching and Learning

The American Association of Colleges and Universities (AAC&U) and Elon University’s Imagining the Digital Future Center, led by C. Edward Watson (AAC&U) and Lee Rainie (Elon University’s Imagining the Digital Future Center), conducted a groundbreaking survey of 337 higher education leaders to examine generative AI tools’ current and future impacts on teaching and learning. This research, detailed in the report Leading Through Disruption, explores the challenges, opportunities, and sweeping transformations AI is bringing to campuses nationwide.

Selected Findings

The survey gathered insights from university presidents, chancellors, provosts, deans, and other senior leaders at public and private institutions. Conducted from November 4 to December 7, 2024, it captures a pivotal moment as higher education navigates the rapid spread of generative AI tools like ChatGPT, Gemini, Claude, and CoPilot.

Below is a summary of key findings. For the full results and in-depth analysis, download the full report.

  • Student use of generative AI tools is nearly ubiquitous, with 89% of higher education leaders estimating that at least half of their students use AI tools for coursework. However, faculty adoption has not kept pace. By contrast, more than 8 in 10 of these leaders personally use GenAI tools, highlighting a gap in faculty engagement that could impact the integration of AI in teaching and learning.

  • Institutional readiness to equip students for AI-driven workplaces remains a concern. More than a third of higher education leaders perceive their institutions as below average or far behind in using GenAI tools compared to their peers. Additionally, 56% of leaders say their institutions are unprepared to prepare students for AI-driven jobs, and 59% believe last spring’s graduates were unprepared for roles requiring AI proficiency. These findings underscore the need for institutions to invest in resources and training to bridge this readiness gap.

  • The report highlights how institutions are beginning to adapt their curricula and invest in AI integration.

    • Curricular Changes:
      • 69% have developed specific AI guidelines and policies.
      • 63% have created task forces or groups to oversee AI’s implementation.
      • 44% have introduced new AI-focused classes, though fewer institutions (19%) have established AI majors or minors.
      • Only 14% have set AI literacy as a general education learning outcome, indicating room for broader curricular integration.
    • Investments:
      • 63% of institutions report increased spending on personnel, hardware, and software for GenAI integration.
      • Larger schools are leading in task force creation and course offerings, while smaller institutions focus on drafting policies.
  • The rise of GenAI tools has brought challenges related to academic integrity. A majority (59%) of leaders report an increase in cheating since GenAI tools became widely available, with 21% noting a significant increase. Faculty are struggling to detect AI-generated content. These challenges highlight the need for new strategies, tools, and training to support faculty in upholding academic standards.

  • Despite the challenges, institutions are taking proactive steps to adapt to GenAI's rise. Nearly seven in ten institutions (69%) have implemented policies to govern AI use, and 44% have introduced AI-focused courses to prepare students for emerging technologies. Leaders are optimistic about GenAI's potential, with 91% expecting it to enhance and customize learning experiences and 75% predicting improvements in students’ research skills.

  • The impact of GenAI on teaching and learning is expected to be significant. Nearly half (48%) of leaders anticipate major changes to their institution’s teaching model over the next five years, and 45% foresee at least some changes. While 45% of leaders believe the overall impact of GenAI will be more positive than negative, only 17% expect it to be predominantly negative, and 27% predict a mix of positive and negative outcomes.

Download the Report

Leading Through Disruption provides a comprehensive overview of the survey findings, outlines the challenges and opportunities of integrating AI into higher education institutions, and offers recommendations for navigating this transformative era.