Author ORCID Identifier
Yanfeng Xu, PhD
ORCID: https://orcid.org/0000-0002-8489-240X
Hengtao Tang, PhD
ORCID: https://orcid.org/0000-0002-8846-7654
Michael Stoeltzner, PhD
ORCID: https://orcid.org/0009-0005-3436-7681
Shan Qiao, PhD
ORCID: https://orcid.org/0000-0003-1834-1834
Sicheng Wang, PhD
Abstract
This study aimed to examine and compare factors associated with support for integrating GenAI into classroom settings and the intention to use GenAI tools in future education among students in pre- and post-GenAI teaching initiative surveys in an R1 university in the United States. Online surveys via Qualtrics were administered at the start and end of the Fall 2024 semester. Descriptive and bivariate analyses and ordered logistic regression models were conducted. In the pre-GenAI teaching initiative survey, significant predictors associated with students’ support for GenAI tools were students’ interest in GenAI and perceived usefulness. Significant predictors associated with their intention to use GenAI in future education included being non-White, interest in GenAI, perceived usefulness, and supportive attitudes toward GenAI. In the post-GenAI teaching initiative survey, students showed increased support for and intention to use GenAI. Significant predictors of students’ support for GenAI included being a STEM major, interest in GenAI, perceived importance of GenAI in internships and future jobs, and perceived usefulness. Significant predictors associated with their intention to use GenAI tools were being an international student, perceived usefulness, and supportive attitudes toward GenAI. Results suggest that integrating GenAI into higher education is feasible, but it needs to emphasize the importance and usefulness of students’ current studies and future careers. We recommend that faculty and students get trained on how to use and implement GenAI in the classroom settings under academic integrity. It also calls for higher education institutions to develop clear policies around transparent, responsible, and ethical use of GenAI in educational settings.
First Page
206
Last Page
222
Ethics Approval
Yes
Declaration Statement
The declaration statement
(a) Data Availability Statement: Data are available from the authors upon reasonable request. (b) Funding Statement: This study received no funding. (c) Conflict of Interest Disclosure: The authors declare no conflicts of interest. (d) Ethics Approval Statement: This study was approved by the University of South Carolina Institutional Review Board (Pro00138186). (e) Participant Consent Statement: All participants provided written informed consent prior to completing the survey. (f) Permission to Reproduce Material from Other Sources: N/A (g) Clinical Trial Registration: N/A
Recommended Citation
Xu, Y., Tang, H., Rees-White, G., Ince, O., Byxbe, A., Stoeltzner, M., Washington, G., Qiao, S., Wang, S., Namateng, M. S., & Roy, O. (2026). University students’ attitudes toward and intentions to use generative AI in the classroom: Findings from pre- and post-GenAI teaching initiative surveys. Journal of Educational Technology Development and Exchange (JETDE), 19(1), 206-222. https://doi.org/10.18785/jetde.1901.10
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
