Published : 2026-10-08

University Policies on Generative Artificial Intelligence in Education — A Comparative Analysis of Selected Universities from Four World Regions

Abstract

This article presents a systematic comparative analysis of policies regulating the use of generative artificial intelligence at thirty higher education institutions across four geographic regions: North America, Western Europe, Poland and Asia. A corpus of 133 institutional documents underwent structured content analysis with two AI agents, classifying each policy across seven analytical dimensions, including the five-point AIAS (Artificial Intelligence Assessment Scale). The study reveals four distinct regulatory profiles and a systematic asymmetry between the strong declarative layer of policies and their weaker operational layer. Poland stands out with the highest declarative consensus (100% require disclosure of AI use, 100% refer to AI literacy) but the lowest operationalisation of enforcement and updating. The sample is purposive and does not represent global higher education, so the findings apply to the regions studied rather than to all countries. Six recommendations for Polish higher education are formulated.

Keywords:

artificial intelligence, generative AI, university policies, higher education, academic integrity, AI literacy, comparative analysis



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Kinal, J., & Szewczyk, P. (2026). University Policies on Generative Artificial Intelligence in Education — A Comparative Analysis of Selected Universities from Four World Regions. The WSB University in Poznan Graduate Research Journal, (ONLINE FIRST). https://doi.org/10.58683/dnswsb.2193

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Uniwersytet WSB Merito w Poznaniu
ul. Powstańców Wielkopolskich 5
61-895 Poznań
e-mail: journals@poznan.merito.pl
University
Uniwersytet WSB Merito w Poznaniu / WSB Merito University
ul. Powstańców Wielkopolskich 5
61-895 Poznań

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