Lecturer-Student Academic Communication Gaps in the use of Generative AI

Abstract

The use of Generative Artificial Intelligence (GAI) in academic writing has expanded rapidly in higher education; however, open communication between lecturers and students regarding its use remains underdeveloped. This article aims to examine the academic communication gap between lecturers and students in the use of GAI for scientific writing at Universitas Negeri Semarang. The study employed a mixed-methods approach with an explanatory sequential design. Quantitative data were collected through questionnaires involving 40 lecturers and 60 students, and were further enriched through observation, interviews, and focus group discussions. The findings indicate that academic interaction related to GAI is still at an early stage. As many as 60% of students admitted that they were reluctant to disclose their use of GAI to their supervisors, while only 25% of lecturers reported having openly discussed the issue with students. At the same time, lecturers who were more open to GAI tended to foster more productive academic interactions, whereas restrictive attitudes encouraged students to use GAI covertly without adequate ethical and methodological guidance. The study also found generational differences in perception: senior lecturers tended to be more cautious, while younger lecturers were more open and more approachable to students. This article argues that the academic communication gap surrounding GAI use should be addressed through policy socialization, open academic forums, and the integration of AI literacy into the curriculum so that GAI can be used ethically, transparently, and responsibly.