Many staff and students in higher education have adopted generative artificial intelligence (GenAI) tools in their work and study. GenAI is expected to enhance cognitive systems by enabling personalized learning and streamlining educational services. However, stakeholders perceptions of GenAI in higher education remain divided, shaped by cultural, disciplinary, and institutional contexts. In addition, the EU AI Act requires universities to ensure regulatory compliance when deploying cognitive systems. These developments highlight the need for institutions to engage stakeholders and tailor GenAI integration to their needs while addressing concerns. This study investigates how GenAI is perceived within the disciplines of Information Technology and Electrical Engineering (ITEE). Using a mixed-method approach, we surveyed 61 staff and 37 students at the Faculty of ITEE, University of Oulu. The results reveal both shared and discipline-specific themes, including strong interest in programming support from GenAI and concerns over response quality, privacy, and academic integrity. Drawing from these insights, the study identifies a set of high-level requirements and proposes a conceptual framework for responsible GenAI integration. Disciplinary-specific requirements reinforce the importance of stakeholder engagement when integrating GenAI into higher education. The high-level requirements and the framework provide practical guidance for universities aiming to harness GenAI while addressing stakeholder concerns and ensuring regulatory compliance.

翻译：高等教育领域的众多教职员工和学生已在工作与学习中采用生成式人工智能工具。生成式人工智能有望通过实现个性化学习和优化教育服务来增强认知系统。然而，利益相关者对生成式人工智能在高等教育中的应用认知仍存在分歧，这种分歧受到文化、学科和制度背景的影响。此外，欧盟《人工智能法案》要求高校在部署认知系统时确保符合监管规定。这些发展凸显了教育机构在满足利益相关者需求、定制生成式人工智能融合方案的同时，必须解决相关关切问题。本研究探讨了信息技术与电气工程学科领域内对生成式人工智能的认知现状。通过混合研究方法，我们对奥卢大学ITEE学院的61名教职员工和37名学生进行了调查。研究结果揭示了共性与学科特有的认知主题，包括对生成式人工智能编程支持的强烈兴趣，以及对响应质量、隐私保护和学术诚信的担忧。基于这些发现，本研究提出了一套高层级要求，并构建了负责任地融合生成式人工智能的概念框架。学科特定要求进一步印证了在高等教育中融合生成式人工智能时，利益相关者参与的重要性。这些高层级要求与框架为高校在利用生成式人工智能、解决利益相关者关切并确保合规监管方面提供了实践指导。