AI挑战：大学教师如何评估AI时代高等教育的现状与未来

How College Faculty Assess the Present andFuture of Higher Education in the Age of AI Foreword by Lynn Pasquerella President, American Association of Colleges and Universities Higher education is continually evolving alongside transformative technologies, from the printing press and theblackboard to calculators, computers, and the internet. Yet, few innovations have entered our classrooms with thespeed, scale, and impact of generative artificial intelligence. ChatGPT, Gemini, Claude, and Copilot—once noveltools—have quickly become woven into everyday academic life. The speed of this transition invites not only attention butalso candor as we consider how these technologies are shaping teaching, learning, and understanding. Results from AAC&U’s latest national survey of 1,057 faculty members, conducted in partnership with Elon University’sImagining the Digital Future Center, offer insight into how colleges and universities are navigating this pivotal moment.Across disciplines and institutional types, faculty express deep concern about the consequences of widespread use ofGenAI. An overwhelming 95 percent of respondents believe these tools will increase students’ overreliance on artificialintelligence, with three-quarters saying that impact will be substantial. Ninety percent worry that GenAI will diminishstudents’ critical thinking skills, and 83 percent anticipate decreased student attention spans. These are not peripheralanxieties; they go to the heart of what higher education exists to cultivate—habits of mind such as critical analysis,reflection, persistence, and judgment. Faculty also see GenAI reshaping their own work. Eighty-six percent say it is likely or extremely likely that thesetechnologies will alter the role of those who teach in higher education, and nearly four in five believe the typical teachingmodel in their departments will be affected, often significantly. At the same time, concerns about academic integrity loomlarge. Seventy-eight percent report that cheating on their campus has increased since GenAI tools became widely available,and nearly three-quarters say they have personally confronted integrity issues involving student use of these technologies. Taken together, these findings explain why nearly half of surveyed faculty view the future impact of GenAI in their fieldsas more negative than positive, while only one in five see it as more positive than negative. Yet, this is not a story ofsimple resistance to change. It is, instead, a portrait of a profession grappling seriously with how to uphold educationalvalues in a rapidly shifting technological landscape. Faculty skepticism reflects a principled concern for student learning and for the public purposes of higher education. Italso reflects the reality that institutions have often adopted new technologies without sufficient guidance, shared norms,or investment in professional development. GenAI raises crucial questions about assessment and authorship, equity,accessibility, data privacy, and the future of expertise itself. Faculty are right to insist that these questions be addresseddeliberately rather than reactively. Consequently, this report should be read as an invitation to engage in institution-wide conversations about the use of AIin relation to learning goals, curricular design, pedagogical innovation, and academic integrity; and to develop clear andtransparent policies grounded in evidence and values. We are grateful to the faculty who shared their experiences andperspectives, and to our partners at Elon University’s Imagining the Digital Future Center for their collaboration. We hope thisreport will inform campus dialogue, guide policy, and spur collective action. The challenge before us is not whether GenAI willshape higher education, but whether we will shape its use in ways that strengthen learning, integrity, and the common good. Introduction by Connie Book President, Elon University In this second higher education survey on issues related to artificial intelligence, Elon University and AAC&Uprovide important data about the expanding impact of AI on teaching and learning. Our January 2025 releaseof a survey of higher education leaders provided an important first benchmark as AI technologies began to takehold in academia. This year’s survey of more than a thousand faculty members offers fresh insights about the roleand impact of AI on higher education from those on the front lines of teaching and learning in the age of AI. Faculty express deep concerns about AI’s negative impact on learning outcomes, along with longer-termeffects of AI systems on young adults’ attention spans and the prospect that these learners could develop anoverreliance on AI tools. More than three-quarters predict that AI will increase academic integrity concerns,and two-thirds believe it will diminish students’ critical thinking skills. In parallel, most respondents expect AI tohave a mixed or negative influence on students’ overall well