The Role of Education Level, Research Experience, and Training in the Adoption of Generative AI in the Baltic Sea Region Business Schools

Abstract

This study examines the demographic, educational, and experiential factors that affect the adoption of generative artificial intelligence (GenAI) for thesis writing and classroom applications among students and academic staff in the social sciences. Drawing on survey responses from 580 participants across universities in the Baltic Sea region and employing Kruskal-Wallis tests, the study discovers that student adoption of GenAI is significantly influenced by variables such as age, gender, level of education, research experience, and informal learning avenues, including webinars and self-directed study. In contrast, academic staff expose a more selective pattern of GenAI use, with significant correlations observed only in relation to educational background, research experience, and engagement in webinars and online seminars. These findings propose that informal and adaptable learning formats may be more effective than formal institutional training in fostering GenAI literacy. The authors suggest that future research investigate longitudinal patterns, varied user interactions, and qualitative dimensions to enrich the understanding of GenAI's pedagogical implications. The study offers evidence-based guidance for advancing inclusive, sustainable, and ethically grounded integration of GenAI in business schools.

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