This study highlights a clear growing trend in institutional measures to address concerns, challenges and demands related to the use of AI tools (see UNESCO’s previous article). 19% of respondents said their institution already has a formal AI policy, and a further 42% reported that a framework to guide AI is in development. This trend is seen in both public and private institutions, but there are regional differences. Approximately 70% of institutions in Europe and North America have guidance or are developing it, compared to 45% in Latin America and the Caribbean.
Enforcement measures for institutions implementing the policy include awareness campaigns for students, publication of guidelines, and integration of AI rules into academic processes.
The interviews revealed contrasting approaches to implementing AI frameworks at the institutional level. Some higher education institutions have adopted a regulatory approach focused on detecting the use of AI and managing the consequences of uses that are considered unethical. Other universities are adopting iterative and emergent approaches, including systematic consultation and engagement with students and faculty, introducing AI literacy as a required first-year subject, and embarking on a process of redesigning their university evaluation systems.
The survey also revealed significant investments in AI tools. About half report that they are aware of spending on AI tools by institutional investors, and two-thirds say these investments are primarily focused on research. The majority also emphasized investment in AI tools for teaching and student learning, noting recognition of AI’s potential to accelerate both knowledge production and education delivery.
Taken together, these findings highlight the urgent need for a clear and actionable framework and institutional capacity to ensure the ethical and human-centered use of AI in higher education.
