Unveiling Generative AI in Higher Education: Insights from Engineering Students and Professors

The widespread use of Generative Artificial Intelligence (GenAI) tools in higher education, particularly among university students, has raised ethical concerns regarding unintentional plagiarism. Although these tools offer benefits such as time-saving and improved quality, with over 100 available applications, they may inadvertently include borrowed content, posing challenges to academic integrity. Ethical concerns arise within educational institutions, faculty, and integrity committees, complicating evaluations of originality. To address these concerns, universities must establish clear guidelines and educational programs for responsible use of GenAI applications. Educators need to remain current with the latest AI technologies, become proficient in their use, and utilize advanced techniques to teach students how to use them appropriately. This mixed-methods study examines undergraduate engineering students' understanding of GenAI, its usage and ethical implications. The findings demonstrate that ChatGPT is the most popular GenAI application among the students, but also highlight the professors' unfavorable attitudes towards GenAI. The study endeavors to improve understanding of perspectives on GenAI in higher education, facilitating responsible technology integration in classrooms and fostering students' ethical growth. The investigation provides valuable insights for professors, institutions, and research communities engaged in student development and educational advancement. This study also shows a panorama of strategies that could be implemented by teachers to incorporate GenAI in higher education.