GENERATIVE AI IN HIGHER EDUCATION:

Abstract

The rapid and massive integration of Generative Artificial Intelligence (AIG), particularly via user-friendly chatbot applications, are shifting human experiences into an "onlife" hybrid environment. In higher education, this widespread yet spontaneous adoption introduces important pedagogical challenges, including the risk of cognitive outsourcing, epistemic deprivation, and an inadequate conception of knowledge and learning. To explore the current state of AI literacy, the contribution presents an empirical study conducted at the University of Urbino Carlo Bo. The study utilized an adapted Italian version of the standard SDSU (San Diego State University) AI Survey, specifically analyzing responses from 38 professors and 74 students regarding competencies and institutional training. The findings reveal a significant cultural and institutional gap. While 65% of students feel confident using AI, their security is tied to practical usage rather than algorithmic understanding. Conversely, only 30% of professors feel capable of explaining basic AI mechanics, and 72% report a profound lack of adequate institutional training. Furthermore, 82% of students declare to operate in a normative "grey area" without clear guidelines. Despite these shortcomings, strong interest exists for future integration: 88% of students demand practical AI workshops for their professional curricula, and 60% of faculty support mandatory training modules, while expressing concerns over increased workloads. Bridging this gap requires moving beyond mere instrumental mastery toward a comprehensive "AI literacy" framework. In particular, the paper advocates for robust Faculty Development programs and innovative instructional designs centered on human-machine collaboration and aimed to foster higher-order cognitive skills, ethical-intellectual virtues, and a flexible mindset.