Kubullek, Ann-KathrinKumaç, NadireDogangün, Aysegül2024-10-082024-10-082024https://dl.gi.de/handle/20.500.12116/44900Since ChatGPT’s introduction, generative artificial intelligence (AI) has significantly influenced the media, technological innovation, and educational discourse. Its increasing importance, especially in academia, necessitates a detailed examination of the impact of AI on higher education, particularly on how it changes teaching and learning processes. This study therefore looks at the factors affecting students’ attitudes towards AI technologies in the university setting, with a particular focus on the differences between business and STEM programmes. Using a mixed methods approach, the study combines surveys and interviews to collect data on students’ perceptions, attitudes and experiences with generative AI technology in academia. The data collected is analysed both quantitatively and qualitatively to reveal significant trends and insights into the adoption and use of generative AI tools in the university environment. The main objective of the study is to shed light on the determinants that determine the varying degrees of AI adoption in different academic disciplines. The findings have the potential to inform the implementation of educational technology and assist in the development of strategies for the effective integration of generative AI tools to meet the different needs and preferences of students in a range of academic contexts.enChatGPTSTEM degree programsacademic disciplinesacceptance of AIbusiness degree programsgenerative AI adoptionhigher educationstudentsText/Conference Paper10.1145/3670653.3677507