Navigating the Technology Divide: The Role of Educational Leadership in Generative AI Usage among Diverse Age Groups

Abstract

This study investigates how the ages of Yemyung Graduate University (YGU) students influence their perceptions and usage of generative AI tools, examining factors such as frequency of use, ease of use, and anticipated future interactions with these technologies. Utilizing a quantitative research design, the study surveyed a diverse sample of students, revealing significant differences in perceptions based on age. Findings indicate that younger students tend to view generative AI tools as essential for academic success, whereas older students often perceive them as less critical. This disparity suggests that educational leadership must prioritize targeted training and support initiatives tailored to the unique needs of older students to bridge the technology divide. By integrating generative AI tools into the curriculum and promoting peer mentorship programs, educational leaders can foster an inclusive learning environment that empowers all students to effectively utilize these technologies. The implications for academia emphasize the need for tailored support, while policy recommendations call for equitable access to resources that enhance digital literacy among diverse age groups. Furthermore, the study identifies avenues for future research to explore the long-term effects of training interventions and cultural influences on generative AI adoption. Ultimately, this research highlights the crucial role of educational leadership in addressing disparities in technology engagement, ensuring that all learners benefit from advancements in educational technology.