Generative Artificial Intelligence (GenAI) is revolutionizing education and workforce development, profoundly shaping how students learn, engage, and prepare for their future. Outpacing the development of uniform policies and structures, GenAI has heralded a unique era and given rise to the GenAI Generation. We define the GenAI Generation as a cohort of students whose education has been increasingly shaped by the opportunities and challenges GenAI presents during its widespread adoption within society. This study examines students' perceptions of GenAI through a concise survey with optional open-ended questions, focusing on their awareness, preparedness, and concerns. Notably, readiness appears increasingly tied to exposure to GenAI through one's coursework. Students with greater curricular exposure to GenAI tend to feel more prepared, while those without it more often express vulnerability and uncertainty, highlighting a new and growing divide in readiness that goes beyond traditional disciplinary boundaries. Evaluation of more than 250 responses, with over 40% providing detailed qualitative feedback, reveals a core dual sentiment: while most students express enthusiasm for GenAI, an even greater proportion voice a spectrum of concerns about ethics, job displacement, and the adequacy of educational structures given the highly transformative technology. These findings offer critical insights into how students view the potential and pitfalls of GenAI for future career impacts. The challenge ahead involves implementing associated recommendations for educational institutions, moving beyond the baseline of access toward more informed guidance on the use of these tools, while preserving critical thinking, ethical reasoning, and adaptive learning.

翻译：生成式人工智能（GenAI）正在彻底改变教育和职业发展，深刻塑造着学生的学习方式、参与模式及未来准备。随着GenAI的发展速度超越了统一政策与制度的建立进程，它宣告了一个独特时代的来临，并催生了"GenAI世代"。我们将GenAI世代定义为在其教育过程中，随着GenAI在社会广泛普及所带来的机遇与挑战而日益受到塑造的学生群体。本研究通过一项包含可选开放式问题的简明调查，考察了学生对GenAI的认知、准备程度及担忧。值得注意的是，准备度似乎越来越与课程学习中接触GenAI的程度相关。课程中接触GenAI较多的学生往往感觉准备更充分，而缺乏此类接触的学生则更多表现出脆弱性与不确定性，这凸显出一种超越传统学科界限、日益扩大的准备度鸿沟。对250余份回复（其中超过40%提供了详细的定性反馈）的分析揭示了一种核心的双重情绪：尽管大多数学生对GenAI表示热情，但更高比例的学生表达了对伦理问题、职业替代以及现有教育体系能否适应这项高度变革性技术的广泛担忧。这些发现为了解学生如何看待GenAI对未来职业影响的潜力与风险提供了关键见解。未来的挑战在于落实针对教育机构的相关建议，不仅要确保基础的技术可及性，更要提供关于如何运用这些工具的深入指导，同时保持批判性思维、伦理判断与适应性学习能力。