Multidimensional responses to generative AI in higher education: an integrative framework linking institutional governance, teaching practice, and student psychological adaptation
Xiaoqing Gao
This research establishes and validates an integrative framework to examine the multi-layered responses of higher education to generative AI, focusing on the interplay between institutional governance, pedagogical practices, and student psychological adaptation. Using a student survey sample of 477 respondents across three disciplinary clusters and linking these data to institution- and course-level governance and implementation indicators, we estimate multilevel models and identify response pro