Mind the gap: capability, policy and uncertainty in the adoption of generative AI within post-compulsory education

Lees, P ORCID: 0000-0001-8951-4865, Davis-Crane, N ORCID: 0009-0009-0956-7269 and Taylor, C (2026) Mind the gap: capability, policy and uncertainty in the adoption of generative AI within post-compulsory education. Research in Post-Compulsory Education. pp. 1-24. ISSN 1359-6748

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Abstract

This qualitative, interpretivist study explores perceptions of Generative AI (GenAI) adoption among academic staff and Level 7 senior leader apprentices within a UK business school. Drawing on semi-structured interviews with sixteen participants, inductive thematic analysis revealed three interrelated themes: engagement under uncertainty, the capability gap, and the policy gap. Findings indicate that whilst participants recognise the potential utility associated with embracing GenAI, adoption is constrained by ethical sensitivity, limited application literacy, and the opacity of governance frameworks across the tripartite apprenticeship relationship. This study contributes to emergent debates on AI literacy and technological acceptance by surfacing how uncertainty is socially and structurally produced, offering practical recommendations for education providers seeking to embed GenAI both effectively and ethically.

Item Type:	Article
Uncontrolled Keywords:	1301 Education Systems; 1303 Specialist Studies in Education; 3903 Education systems; 3904 Specialist studies in education
Subjects:	L Education > LB Theory and practice of education Q Science > QA Mathematics > QA76 Computer software
Divisions:	Liverpool Business School
Publisher:	Taylor & Francis
Date of acceptance:	27 August 2026
Date of first compliant Open Access:	8 October 2026
Date Deposited:	08 Oct 2026 12:16
Last Modified:	08 Oct 2026 12:16
DOI or ID number:	10.1080/13596748.2026.2739104
URI:	https://researchonline.ljmu.ac.uk/id/eprint/29627

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