Constructing Acceptable Use: Instructor Boundary‑Setting with Generative AI
27th International Conference on Artificial Intelligence in Education, AIED 2026, Seoul, Güney Kore, 27 Haziran - 03 Temmuz 2026, cilt.16584 LNAI, ss.351-365, (Tam Metin Bildiri)
- Yayın Türü: Bildiri / Tam Metin Bildiri
- Cilt numarası: 16584 LNAI
- Doi Numarası: 10.1007/978-3-032-29763-1_24
- Basıldığı Şehir: Seoul
- Basıldığı Ülke: Güney Kore
- Sayfa Sayıları: ss.351-365
- Anahtar Kelimeler: Academic Integrity, Acceptable Use Standards, Boundary Work, Higher Education
- Recep Tayyip Erdoğan Üniversitesi Adresli: Evet
Özet
Acknowledging Generative AI’s presence in the higher education classroom, instructors must navigate unclear boundaries around acceptable and unacceptable student use. This quantitative study surveyed 89 instructors across four research‑intensive universities in the United States to examine their perceptions of student Generative AI use and the strategies they adopt to manage it. Findings reveal that instructors construct task-specific acceptability judgments rather than applying university rules, with core writing tasks deemed largely unacceptable while supplementary activities have wider acceptance. A perception-acceptance gap was apparent for writing tasks, showing that instructors suspect widespread AI use for the very activities they find most problematic. Prevention strategies emphasize pedagogical over surveillance approaches, but nonetheless almost 40% of the instructors reported catching students using AI to plagiarize, with most cases resolved informally. Open responses raised themes of an academic integrity crisis, learning concerns, and pragmatic tool use at the course level, with larger concerns about ethical and societal implications of Generative AI and institutional tensions.