The rapid development and widespread adoption of generative artificial intelligence (GEN-AI) in recent years have sparked intense debate in higher education. Although AI has been implemented in various academic fields for some time, the emergence of generative models has significantly transformed teaching and learning dynamics. This transformation raises concerns about the impact of GEN-AI and the need for institutional regulations to guide its use. Universities currently face the challenge of defining clear positions that allow them to harness the potential of these technologies without compromising academic integrity and educational quality.

This study analysed trends in adopting regulations about using GEN-AI in the student learning process in higher education. The aim is to provide a structured overview as a foundation for future research and discussions on effectively implementing these technologies within the academic sphere.

It was examined the positions of leading universities in the 2025 Shanghai Ranking by conducting a documentary review of regulations, official statements, and institutional policies. Preliminary results shown that some universities have established specific guidelines for the admissible use of GEN-AI, particularly becoming more restrictive concerning assessments.

Some universities have implemented specific guidelines for applying GEN-AI in academic processes, with 71.4% of institutions having clear policies on its use. Conversely, 14.3% are still defining their stance, either through preliminary positions or ongoing evaluations. Additionally, another 14.3% have no clear position or specific regulations on the matter. This lack of consensus and the heterogeneity of regulations complicate the effective and equitable integration of AI in higher education. The study presents the data analysed in terms of levels of permissiveness, the scope of use, and the ethical approaches promoted by these institutions.

Keywords: Generative artificial intelligence, higher education, university policies, academic regulation, academic ethics, educational innovation.