Abstract
A survey was conducted of 103 students and lecturers who had recently participated in chemical engineering design courses concerning their opinions on the use of Generative Artificial Intelligence (Gen-AI) in their capstone design education. Participants were at universities in Europe, the Middle East, North America, and South America, from at least eight different language groups. The survey found little difference in responses between students and lecturers, except for uptake, in which students reported higher rates of familiarity and adoption of Gen-AI tools than instructors. Both groups were net-positive generally on the use of Gen-AI in the classroom, reporting relatively high confidence in the ability to assess results, the general positive benefits of using Gen-AI in their chemical process design education, and the likelihood of using them in the future. However, participants reported that their trust in the results of Gen-AI tools was relatively low.