Background and Aim of Study: The use of artificial intelligence and various chatbots based on it is becoming part of everyday higher education practice. The aim of the study: to explore practices and identify trends in the use of artificial intelligence-based chatbots by higher education stakeholders. Material and Methods: The survey was conducted between January and April 2024. The total number of respondents from 57 countries was 788, of whom 363 were students and 425 were university faculty. The probability sampling method was applied. Respondents were interviewed online. The questionnaire is available on the official website of the Scientific Research Institute KRPOCH using Google Forms, as well as on social networks Facebook, LinkedIn, etc. for potential participants. In addition, a selective individual online interview was conducted with respondents. Cronbach’s alpha confirmed adequate internal consistency (α=0.837). Results: The role of artificial intelligence-based chatbots in higher education practice was considered. The use of chatbots among higher education stakeholders (students and faculty) was studied. A model of stakeholder behaviour was developed. This model describes two ways of solving problems: with and without the use of artificial intelligence. Trends in the use of chatbots in higher education were identified: students were 26.9% more likely than faculty to use artificial intelligence-based chatbots to prepare for classes or complete assignments at their college/university; almost all students (68.0% of 68.3% who use chatbots) edited the results returned by generative chatbots at their request; students were 30.1% more likely than faculty to edit these results. Conclusions: The new technologies of generative artificial intelligence have been the factors that have revolutionised the industry of higher education. A new “Human-AI” system has emerged that is fundamentally changing the rules for training young professionals. The study emphasizes that higher education stakeholders using chatbots should do so correctly, consider the possibilities and limitations of using this toolkit, and recognize their responsibility for the outcomes and consequences of their use.