Regulations, Technology Policies and Universities' Attitudes to Artificial Intelligence in China

Abstract

As artificial intelligence (AI), particularly generative models, becomes increasingly integrated into global education systems, China's higher education sector is undergoing profound transformation. This article examines how AI is being regulated, institutionalised and contested within Chinese universities. Drawing on policy document analysis and 33 interviews with faculty members at research universities, the study explores how China's state-led governance model is interpreted and enacted on university campuses. The analysis focuses on three levels of engagement: national policy direction, institutional responses such as AI-powered teaching platforms, general and specialised AI education, and the establishment of AI's pedagogical, ethical and managerial implications. While faculty generally view AI as enhancing personalisation, research productivity and administrative efficiency, they also raise concerns about academic integrity, bias and overreliance on technology. The article argues that fostering a well-regulated, adaptable AI framework will be critical for sustainable progress, and that ongoing collaboration between policymakers, educators and technologists is essential to realise AI's full potential while safeguarding the academic values and quality that underpin higher education.