Integrating Generative AI-enhanced Cognitive Systems in Higher Education: From Stakeholder Perceptions to a Conceptual Framework considering the EU AI Act

2026-02-11

AI Summary

This study addresses the challenges of integrating generative artificial intelligence (GenAI) in higher education, particularly amid divergent stakeholder perceptions, disciplinary differences, and compliance with the EU AI Act. Focusing on the field of Information and Electrical Engineering, it employs a mixed-methods approach combining surveys and in-depth interviews to systematically examine students’ and instructors’ needs and concerns regarding GenAI applications in programming assistance and personalized learning. The research uniquely contextualizes the requirements of the EU AI Act within higher education and proposes a novel conceptual framework for GenAI integration that is discipline-sensitive, stakeholder-driven, and compliance-oriented. It identifies both shared and discipline-specific demands, highlighting a strong need for programming support alongside persistent concerns about output quality, data privacy, and academic integrity, thereby offering actionable guidance for responsible institutional deployment.

Technology Category

• Philosophy and Ethics of AI: Artificial General Intelligence
• Humans and AI: Learning Human Values and Preferences
• Application Domains: Humanities & Computational Social Science

Application Category

• Economics, Online Markets and Human Computation: Economic ramifications for generative AI infrastructure and applications
• Social Networks and Social Media: Generative AI / large language models and their impact on social systems
• User Modeling, Personalization and Recommendation: Accountability, Transparency, and Ethics for personalization

Abstract

Many staff and students in higher education have adopted generative artificial intelligence (GenAI) tools in their work and study. GenAI is expected to enhance cognitive systems by enabling personalized learning and streamlining educational services. However, stakeholders perceptions of GenAI in higher education remain divided, shaped by cultural, disciplinary, and institutional contexts. In addition, the EU AI Act requires universities to ensure regulatory compliance when deploying cognitive systems. These developments highlight the need for institutions to engage stakeholders and tailor GenAI integration to their needs while addressing concerns. This study investigates how GenAI is perceived within the disciplines of Information Technology and Electrical Engineering (ITEE). Using a mixed-method approach, we surveyed 61 staff and 37 students at the Faculty of ITEE, University of Oulu. The results reveal both shared and discipline-specific themes, including strong interest in programming support from GenAI and concerns over response quality, privacy, and academic integrity. Drawing from these insights, the study identifies a set of high-level requirements and proposes a conceptual framework for responsible GenAI integration. Disciplinary-specific requirements reinforce the importance of stakeholder engagement when integrating GenAI into higher education. The high-level requirements and the framework provide practical guidance for universities aiming to harness GenAI while addressing stakeholder concerns and ensuring regulatory compliance.

Problem

• Generative AI
• Higher Education
• Stakeholder Perceptions
• EU AI Act
• Cognitive Systems

Innovation

• Generative AI
• Stakeholder Engagement
• Conceptual Framework
• EU AI Act
• Higher Education