Generative Artificial Intelligence and Academic Practices: A Comparative Analysis of Approaches in Europe, the United States and China

Marieta  Hristova

doi:10.46324/PMP2502245

Marieta Hristova Department of Economic Sociology, Faculty of General Economics, UNWE https://orcid.org/0000-0001-7141-9747

DOI: https://doi.org/10.46324/PMP2502245

Keywords: generative artificial intelligence, higher education, technological determinism, social constructivism, academic policy

Abstract

The emergence of generative artificial intelligence (AI), including platforms such as ChatGPT, has triggered significant changes in higher education and challenged traditional notions of academic integrity and independent learning. This study analyzes university policies on AI use in Europe, the United States, and China through the theoretical lenses of technological determinism and social constructivism. Initial responses, characterized by bans and restrictions, reflect a deterministic logic in which technology is perceived as inevitably leading to academic misconduct and skill erosion. Over time, however, a shift toward socially constructivist approaches is observed, emphasizing education, ethical use, and the integration of AI into teaching and learning processes. The comparative analysis reveals notable regional differences: while European universities are moving from prohibitions to guidelines for responsible use, U.S. institutions adopt diverse strategies, and Chinese universities develop centralized regulations combining strict control with the promotion of innovation. The study underscores that a balanced approach – combining technological adaptation with clearly defined social norms – is essential for safeguarding academic integrity and preparing students for a future shaped by educational technologies.

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