Apprivoiser l’IA en enseignement postsecondaire : perspectives croisées des apprenants et apprenantes et du personnel enseignant au Nouveau-Brunswick

Abstract

This study examines perceptions and practices regarding generative artificial intelligence (GenAI) in postsecondary education in New Brunswick, Canada. Using a mixed-methods approach, it analyzes responses from 281 participants in two institutions. Findings reveal adoption disparities influencing perceptions of GenAI’s utility and ethical implications. While students view GenAI as a pedagogical tool, educators express concerns about its broader impact. These differences emphasize the need for formal training to foster AI literacy tailored to 21st-century educational demands.