Nutzung von generativer KI in der Hochschullehre aus Sicht der Lehrenden: Ergebnisse einer explorativen Studie

Überblick

This article explores the use of generative AI in higher education through the lens of contingency theory, which assumes that there is no universally optimal structure, but rather that the alignment between situational conditions and institutional frameworks is key. Based on this perspective, the adoption of generative AI does not follow standardized patterns but varies across a wide range of individual strategies and contexts. While many educators are developing their own approaches to integrating AI tools into teaching, they also express a clear need for institutional guidance, such as transparent policies and legal clarity. To examine these dynamics, an exploratory online survey was conducted at the University of Applied Sciences in Dresden, Germany (HTW Dresden).

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