This talk presents findings from a large-scale survey conducted in October 2024 as part of a Region Midtjylland–funded project. The study spans nine vocational schools (EUD/EUX) and upper secondary business colleges (HHX/HTX), as well as the bachelor’s and master’s programs in International Business Communication (English, French, Spanish, and German) at Aarhus University. 

Based om responses from 3,721 students and 284 teachers. I will explore how frequently, and for what tasks and purposes, students and teachers engage with generative AI tools (GAI). Nearly all students report having experimented with GAI, often employing a diverse set of tools for a wide range of purposes, reflecting a strong willingness to explore emerging technologies. While only a small minority doubt that GAI can support their knowledge acquisition, students tend to show limited concern for the ethical, social, and psychological implications of AI use. Among teachers, adoption is similarly widespread. Yet, a substantial proportion express doubts about their ability to use GAI tools meaningfully in teaching, and many question their capacity to evaluate AI’s educational potential.

Drawing on relevant analytical frameworks, I further examine the forms of partnership that emerge between students, teachers, and these technologies. For students, the key issue is whether GAI functions primarily as a tool for outsourcing cognitive processes, or as a partner in meaningful interaction that fosters learning. For teachers, I consider the positions they adopt toward GAI through a framework that situates their practices along an axis between innovation and regulation.