Student-facilitated workshops in one design class produced AI policies highlighting double standards in disclosure requirements between students and faculty, demonstrating value in participatory governance.
://arxiv.org/abs/2510.15951, https://arxiv.org/abs/2510.15951 arXiv:2510.15951
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Survey of Italian adults finds generative AI adoption and capital-enhancing uses stratified by education, age, tech familiarity, and gender, with AI training as key predictor of purposeful engagement.
citing papers explorer
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Participatory, not Punitive: Student-Driven AI Policy Recommendations in a Design Classroom
Student-facilitated workshops in one design class produced AI policies highlighting double standards in disclosure requirements between students and faculty, demonstrating value in participatory governance.
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Generative AI Practices, Literacy, and Divides: An Empirical Analysis in the Italian Context
Survey of Italian adults finds generative AI adoption and capital-enhancing uses stratified by education, age, tech familiarity, and gender, with AI training as key predictor of purposeful engagement.