  This study aims to develop an AI education policy for higher education by
examining the perceptions and implications of text generative AI technologies.
Data was collected from 457 students and 180 teachers and staff across various
disciplines in Hong Kong universities, using both quantitative and qualitative
research methods. Based on the findings, the study proposes an AI Ecological
Education Policy Framework to address the multifaceted implications of AI
integration in university teaching and learning. This framework is organized
into three dimensions: Pedagogical, Governance, and Operational. The
Pedagogical dimension concentrates on using AI to improve teaching and learning
outcomes, while the Governance dimension tackles issues related to privacy,
security, and accountability. The Operational dimension addresses matters
concerning infrastructure and training. The framework fosters a nuanced
understanding of the implications of AI integration in academic settings,
ensuring that stakeholders are aware of their responsibilities and can take
appropriate actions accordingly.
