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.

翻译：本研究旨在通过考察文本生成式AI技术的认知与影响，构建面向高等教育的AI教育政策。采用定量与定性研究方法，收集了香港多所高校457名学生及180名教职员工的数据。基于研究发现，提出了一个AI生态教育政策框架，以应对AI融入高校教学所产生的多维影响。该框架包含三大维度：教学维度、治理维度与操作维度。教学维度聚焦于利用AI提升教学成果，治理维度涉及隐私、安全与问责等议题，操作维度则涵盖基础设施与培训相关事务。该框架促进了对AI融入学术情境影响的精细理解，确保相关方明确自身责任并能采取适当行动。