AI 中文总结
该研究通过对阿尔斯特大学人员的三次调查，纵向追踪2024 - 2026年高等教育中对人工智能的认知。用定量调查测量相关情况，发现学生迅速常态化使用，教师持续担忧，揭示实时捕捉认知变化的重要性，对机构政策等有重要启示。
AI 中文摘要
生成式人工智能的快速整合重塑了高等教育格局。学生迅速接受ChatGPT等工具，而教师和机构反应更为谨慎。现有关于人工智能认知的研究多为横断面研究。本文对阿尔斯特大学的本科生、博士研究人员、教师和非教师员工在2024年至2026年期间进行了三次调查的纵向研究（n = 1665）。通过定量调查设计测量熟悉度、使用情况和感知风险。结果显示学生迅速将人工智能使用常态化，从尝试性实验转向常规使用，而教师对学术诚信、评估设计和批判性思维持续担忧。博士和非教师员工处于中间位置。学生与教师的差距随着机构政策难以跟上实际实践而扩大。该研究超越了对人工智能态度的描述性叙述，实时捕捉认知变化，对适应性机构政策、人工智能素养倡议和针对性员工培训具有重要意义。
英文摘要
The rapid integration of generative artificial intelligence (AI) has reshaped the landscape of higher education. Students have embraced tools such as ChatGPT with striking speed, while teaching staff and institutions have responded with greater caution. Existing research on AI perceptions has mainly been cross-sectional, providing single-point snapshots that view attitudes as stable rather than evolving. This paper presents a longitudinal study of AI perceptions in higher education, tracking undergraduates, doctoral researchers, teaching staff and non-teaching staff at Ulster University across three survey waves between 2024 and 2026 (n=1,665). A quantitative survey design measured familiarity, reported use and perceived risk; results show that students rapidly normalised AI use over the period, moving from tentative experimentation to routine engagement, while staff expressed persistent concerns about academic integrity, assessment design, and critical thinking. Doctoral and non-teaching staff occupied intermediate positions, reflecting both pragmatic adoption and institutional caution. The student-staff gap widened as institutional policy struggled to keep pace with actual practice. By tracking these shifts directly rather than reconstructing them from disconnected studies, the paper moves beyond descriptive accounts of AI attitudes and demonstrates the importance of capturing perceptions in real time. The findings carry significant implications for adaptive institutional policy, AI literacy initiatives, and targeted staff training.
