#1114: Scaffolding Students’ use of GenAI: A Pilot Examining Higher Education Instructors’ Attitudes and Reported Practice

While higher education institutions establish policies for Generative AI (GenAI) use, less attention is given to instructional scaffolds for students’ use of it. To address this gap, we used two surveys (n₁=242, n₂=46; pre-registered before analysis) to evaluate instructors' perceptions toward student GenAI use (RQ1) and SRL-aligned scaffolding practices in teaching (RQ2). We further evaluate alignment between reported practices and SRL theory (RQ3). Results reveal a paradox: instructors recognize GenAI's benefits for reducing workload and improving understanding, yet worry about impacts on critical thinking and independent learning. Mapping scaffolding practices onto the SRL framework revealed instructors emphasize during-task support while neglecting planning and reflection. Surprisingly, scaffolding practices formed a single construct rather than distinct SRL phases, suggesting lack of differentiated strategies for supporting GenAI-enhanced learning. Findings suggest a possible gap between SRL theory and practice in the GenAI era, pointing to urgent needs for evidence-based professional development moving toward pedagogically-grounded support.