This study examines the global adoption policies of generative AI (GAI) in higher education, using the Diffusion of Innovations Theory (DIT) as a theoretical framework. The research focuses on 40 universities from six global regions, analyzing their policies and guidelines to understand the characteristics of GAI innovation, communication channels, and roles and responsibilities. Key findings include: 1. **Innovation Characteristics**: Universities emphasize academic integrity and ethical use of AI, aligning GAI with teaching and learning objectives, and fostering essential skills for the future workforce. However, concerns about data privacy and information security are also noted. 2. **Communication Channels**: Digital platforms, interactive learning environments, direct communication methods, collaborative networks, and advisory mechanisms are used to disseminate updates and facilitate stakeholder engagement. 3. **Roles and Responsibilities**: Faculty are tasked with integrating GAI into curricula and ensuring ethical use, students are responsible for using GAI ethically and participating in critical discussions, and administrators focus on policy development, implementation, and ensuring academic integrity. The study highlights the need for comprehensive policy frameworks and effective communication strategies to evaluate the impacts of GAI integration and foster broader stakeholder engagement. It also underscores the importance of clear roles and responsibilities among faculty, students, and administrators for successful GAI integration. The findings contribute to policymakers developing detailed strategies for integrating GAI in higher education.This study examines the global adoption policies of generative AI (GAI) in higher education, using the Diffusion of Innovations Theory (DIT) as a theoretical framework. The research focuses on 40 universities from six global regions, analyzing their policies and guidelines to understand the characteristics of GAI innovation, communication channels, and roles and responsibilities. Key findings include: 1. **Innovation Characteristics**: Universities emphasize academic integrity and ethical use of AI, aligning GAI with teaching and learning objectives, and fostering essential skills for the future workforce. However, concerns about data privacy and information security are also noted. 2. **Communication Channels**: Digital platforms, interactive learning environments, direct communication methods, collaborative networks, and advisory mechanisms are used to disseminate updates and facilitate stakeholder engagement. 3. **Roles and Responsibilities**: Faculty are tasked with integrating GAI into curricula and ensuring ethical use, students are responsible for using GAI ethically and participating in critical discussions, and administrators focus on policy development, implementation, and ensuring academic integrity. The study highlights the need for comprehensive policy frameworks and effective communication strategies to evaluate the impacts of GAI integration and foster broader stakeholder engagement. It also underscores the importance of clear roles and responsibilities among faculty, students, and administrators for successful GAI integration. The findings contribute to policymakers developing detailed strategies for integrating GAI in higher education.