University Governance of Generative Artificial Intelligence

A Comparative Analysis of Guidelines in Global Elite Universities

Authors

DOI:

https://doi.org/10.25749/sis.44224

Keywords:

generative artificial intelligence, university governance, institutional policies, higher education, digital ethics

Abstract

This study comparatively analyses the institutional guidelines of ten global elite universities, selected based on the Times Higher Education (THE) World University Rankings 2025, regarding the use of generative artificial intelligence (AI). It adopts a qualitative, descriptive-analytical approach, grounded in documentary analysis of 87 institutional documents organised into four axes: teaching, student use, information security, and governance/ethics. Each axis was coded according to a three-level robustness scale, allowing the identification of patterns, gaps, and innovations in institutional responses. The results indicate the consolidation of a normative-formative model that articulates principles of algorithmic justice, transparency, and accountability, repositioning universities as key actors in the ethical and strategic framing of generative AI. The study contributes to the emerging field of university governance of AI by offering a critical systematisation of current practices and guidance for the development of institutional policies.

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Author Biographies

Camila Lopes Ferreira, Departamento de Engenharia de Produção, Universidade Tecnológica Federal do Paraná, Brazil

Ph.D. candidate in Science and Technology Teaching in the Graduate Program in Science and Technology Teaching at the Federal University of Technology – Paraná (UTFPR). Master in Production Engineering from the Graduate Program in Production Engineering (PPGEP) at UTFPR. Faculty member at the Ponta Grossa Campus of UTFPR. Editor of the Brazilian Journal of Quality of Life (RBQV).

Alessandra Dutra, Departamento de Ciências Humanas, Universidade Tecnológica Federal do Paraná, Brazil

Graduated in English Language and Literatures from the State University of Londrina (UEL), Master in Language Studies from UEL, and PhD in Linguistics and Portuguese Language from São Paulo State University “Júlio de Mesquita Filho” (UNESP). Permanent professor in the Graduate Program in Science and Technology Teaching (PPGECT), Ponta Grossa campus.us.

Sani de Carvalho Rutz da Silva, Departamento Académico de Matemática, Programa de Pós-Graduação em Ensino de Ciência e Tecnologia, Universidade Tecnológica Federal do Paraná, Brazil

Graduated in Mathematics from the State University of Ponta Grossa (UEPG), Master in Applied Mathematics, and PhD in Materials Science from the Federal University of Rio Grande do Sul (UFRGS). Permanent professor in the Graduate Program in Science and Technology Teaching (PPGECT), in the Professional Master’s and Academic PhD courses. Editor-in-Chief of the Brazilian Journal of Science and Technology Teaching (RBECT).

José Roberto Herrera Cantorani, Departamento de Educação Física, Instituto Federal de Educação, Ciência e Tecnologia de São Paulo, Brazil

Graduated in Physical Education from the State University of Ponta Grossa (UEPG), Master in Applied Social Sciences from UEPG, and PhD in Physical Education from the State University of Campinas (UNICAMP), with a postdoctoral fellowship in Science and Technology Teaching at the Federal University of Technology – Paraná (UTFPR). Researcher in research groups on quality of life, quality of work life, and human resources management for the productive environment. Professor at the Federal Institute of Education, Science and Technology of São Paulo (IFSP) and at the Graduate Program in Science and Technology Teaching (PPGECT/UTFPR).

Claudia Tania Picinin, Departamento de Engenharia de Produção, Universidade Tecnológica Federal do Paraná, Brazil

Graduate in Business Administration with a specialization in Marketing, MBA in Business and Logistics Management from the Federal University of Technology – Paraná (UTFPR) – Pato Branco Campus, specialist in Industrial Management – Knowledge and Innovation, and Master in Production Engineering from the Federal University of Technology – Paraná (UTFPR) – Ponta Grossa Campus. Ph.D. in Business Administration from Universidade Positivo. Professor in the Department of Production Engineering and in the Graduate Program in Production Engineering at UTFPR – Ponta Grossa.

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Published

2026-06-30

Issue

Vol. 14 No. 2 (2026): Educators’ Digital Competence in the Age of Artificial Intelligence: Reconfigurations of Pedagogical Practice

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