Contributions: An adoption framework to include GenAI in the university curriculum. It identifies and highlights the role of different stakeholders (university management, students, staff, etc.) during the adoption process. It also proposes an objective approach based upon an evaluation matrix to assess the success and outcome of the GenAI adoption.
Background: Universities worldwide are debating and struggling with the adoption of GenAI in their curriculum. Both the faculty and students are unsure about the approach in the absence of clear guidelines through the administration and regulators. This requires an established framework to define a process and articulate the roles and responsibilities of each stakeholder involved.
Research Questions: Whether the academic ecosystem requires a methodology to adopt GenAI into its curriculum? A systematic approach for the academic staff to ensure the students' learning outcomes are met with the adoption of GenAI. How to measure and communicate the adoption of GenAI in the university setup?
Methodology: The methodology employed in this study focuses on examining the university education system and assessing the opportunities and challenges related to incorporating GenAI in teaching and learning. Additionally, it identifies a gap and the absence of a comprehensive framework that obstructs the effective integration of GenAI within the academic environment.
Findings: The literature survey results indicate the limited or no adoption of GenAI by the university, which further reflects the dilemma in the minds of different stakeholders. For the successful adoption of GenAI, a standard framework is proposed i) for effective redesign of the course curriculum, ii) for enabling staff and students, iii) to define an evaluation matrix to measure the effectiveness and success of the adoption process.
The 5P Reflection Model for Education in the Generative Artificial Intelligence (GenAI) Era
School of IT, National Academy of Professional Studies (NAPS), Australia（国家专业研究学院IT学院）；School of IT and Engineering, Melbourne Institute of Technology (MIT), Australia（墨尔本理工学院IT与工程学院）；School of Health, Medical and Applied Sciences, CQUniversity, Australia（CQ大学健康、医学与应用科学学院）
Navigating the Ethical and Societal Impacts of Generative AI in Higher Computing Education
Arizona State University（亚利桑那州立大学）；Makerere University（马凯雷雷大学）；Auckland University of Technology（奥克兰理工大学）；Eastern Institute of Technology（东部理工学院）；University of Glasgow（格拉斯哥大学）；University of Trento（特伦托大学）；Temple University（天普大学）；University of Exeter（埃克塞特大学）；University of Massachusetts Amherst（马萨诸塞大学阿默斯特分校）；Monash University（蒙纳士大学）；University of Toronto（多伦多大学）
Tailoring Education with GenAI: A New Horizon in Lesson Planning
Panteion University of Social and Political Sciences（潘提翁社会与政治科学大学）；National Technical University of Athens（雅典国立技术大学）；mentors eLearning Providers（100mentors在线教育提供商）；University of Patras（帕特雷大学）
Enterprise Architecture as a Dynamic Capability for Scalable and Sustainable Generative AI adoption: Bridging Innovation and Governance in Large Organisations
Transforming Teachers' Roles and Agencies in the Era of Generative AI: Perceptions, Acceptance, Knowledge, and Practices
AI4STEM Education Center, University of Georgia（佐治亚大学AI4STEM教育中心）；National GENIUS Center, University of Georgia（佐治亚大学国家GENIUS中心）；University of Georgia（佐治亚大学）
Generative Artificial Intelligence Adoption Among Bangladeshi Journalists: Exploring Journalists' Awareness, Acceptance, Usage, and Organizational Stance on Generative AI
Gaylord College of Journalism and Mass Communication, University of Oklahoma（俄克拉荷马大学盖洛德新闻与大众传播学院）
GenAITEd Ghana: A First-of-Its-Kind Context-Aware and Curriculum-Aligned Conversational AI Agent for Teacher Education
University of Georgia（佐治亚大学）；St. Joseph’s College of Education（圣约瑟夫教育学院）；Bagabaga College of Education（巴加巴加教育学院）；Gambaga College of Education（甘巴加教育学院）；University of Education, Winneba（温尼巴教育大学）；Komenda College of Education（科门达教育学院）；University of Skills Training and Entrepreneurial Development（技能培训与创业发展大学）；Generative AI for Education and Research in Africa (GenAI-ERA)（非洲生成式人工智能教育与研究组织（GenAI-ERA））
Generative AI as a Learning Buddy and Teaching Assistant: Pre-service Teachers' Uses and Attitudes
University of Georgia（佐治亚大学）；AI4STEM Education Center, University of Georgia（佐治亚大学 AI4STEM 教育中心）；Generative AI for STEM+C (GeNIUS+ C) Project, University of Georgia（佐治亚大学 STEM+C 生成式人工智能项目）；Department of Educational Theory and Practice, University of Georgia（佐治亚大学教育理论与实践系）；Department of Workforce Education and Instructional Technology, University of Georgia（佐治亚大学劳动力教育与教学技术系）；Bagabaga College of Education（巴加巴加教育学院）；St. Joseph’s College of Education（圣约瑟夫教育学院）；Department of Mathematics, Science, and Social Studies Education, University of Georgia（佐治亚大学数学、科学和社会研究教育学系）；University for Development Studies（发展研究大学）；Gambaga College of Education（甘巴加教育学院）
Generative Artificial Intelligence for Academic Research: Evidence from Guidance Issued for Researchers by Higher Education Institutions in the United States
Towards Synergistic Teacher-AI Interactions with Generative Artificial Intelligence
UCL Knowledge Lab（伦敦大学学院知识实验室）；Institute of Education（教育研究所）；University College London（伦敦大学学院）；UCL Centre for Artificial Intelligence（伦敦大学人工智能中心）；Department of Computer Science（计算机科学系）
