A Comparative Analysis of Lecturers’ and Students’ Perspectives on Artificial Intelligence in Higher Education: A Case Study of Nkhoma University, Malawi

International audience This study presents a comparative analysis of lecturers’ and students’ perspectives on the use of generative Artificial Intelligence (AI) in higher education at Nkhoma University, Malawi. Drawing on semi-structured interviews with 18 students and questionnaire data from 15 lecturers, this research explores awareness, perceived benefits, and challenges surrounding AI use in teaching and learning. Findings reveal that students exhibit higher awareness and engagement with AI, primarily influenced by peer interaction and social media. They use AI to enhance understanding, save time, and support independent learning. In contrast, lecturers, particularly older ones, demonstrate limited awareness and engagement, with some expressing concerns about academic integrity and the impact of AI on learning quality. Key challenges identified by both groups include ethical risks, inadequate digital infrastructure, and cognitive overreliance. The study concludes by recommending institutional training, improved infrastructure, and clear policies to ensure the responsible integration of AI in higher education.