Moral Diversity in Institutional Policies Governing the Student Usage of Generative AI: An International Comparison.

Autor/in	Orfanidis, Christos
Titel	Moral Diversity in Institutional Policies Governing the Student Usage of Generative AI: An International Comparison.
Quelle	In: Higher education quarterly, 79 (2025) 4, Art. 70051, 12 S.Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0263-9769; 0951-5224; 1468-2273
DOI	10.1111/hequ.70051
Schlagwörter	Künstliche Intelligenz; Lehre; Studium; Wissenschaft; Student; Ausland; Großbritannien; Kanada; USA
Abstract	This paper explores from an ethical standpoint how higher education institutions in three different countries (Canada, UK, and USA) have framed their policies containing guidelines in regard to the student usage of generative artificial intelligence (GenAI). An inductive thematic analysis of the online GenAI policy sources of 36 universities has revealed the existence of different national patterns with regard to two major moral aspects. Firstly, institutions follow different moral frames to justify their critical or accepting stance towards GenAI, specifically conceptualised in this paper as: (a) moral consistency and (b) responsible futureproofing. Secondly, institutions assign different levels of moral authority to faculty as ultimate decision-makers, identified in the paper as (a) absolute, (b) restrained, and (c) hybrid. Through an international comparative discussion of these findings, the paper wishes to inform current and future policy (re)formations on the topic, as institutional work in the area is currently rapidly unfolding. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2026/3