  Integrating generative AI (GAI) into higher education is crucial for
preparing a future generation of GAI-literate students. Yet a thorough
understanding of the global institutional adoption policy remains absent, with
most of the prior studies focused on the Global North and the promises and
challenges of GAI, lacking a theoretical lens. This study utilizes the
Diffusion of Innovations Theory to examine GAI adoption strategies in higher
education across 40 universities from six global regions. It explores the
characteristics of GAI innovation, including compatibility, trialability, and
observability, and analyses the communication channels and roles and
responsibilities outlined in university policies and guidelines. The findings
reveal a proactive approach by universities towards GAI integration,
emphasizing academic integrity, teaching and learning enhancement, and equity.
Despite a cautious yet optimistic stance, a comprehensive policy framework is
needed to evaluate the impacts of GAI integration and establish effective
communication strategies that foster broader stakeholder engagement. The study
highlights the importance of clear roles and responsibilities among faculty,
students, and administrators for successful GAI integration, supporting a
collaborative model for navigating the complexities of GAI in education. This
study contributes insights for policymakers in crafting detailed strategies for
its integration.
