University Faculty Perceptions of Artificial Intelligence Usage: Influencing Factors and Limitations

Abstract

The present study focuses on university faculty members' perspectives towards their use of Artificial Intelligence (AI), particularly through tools like ChatGPT, in the landscape of higher education. This study is significant, since AI technologies are continually growing and influencing the academic landscape in which faculty are situated, and these faculty members' views matter for the technology to be used effectively with protection and responsibility. This study provides insight into the salient facets that influence faculty views of AI in general and the barriers they are experiencing whilst using these technologies in their teaching. Data collection was a semi-structured interview with university faculty members—across various disciplines. The findings show that faculty perceptions of AI were influenced through technical, ethical, and pedagogical constructs. However, many faculty remained worried that AI would irreparably harm higher-order thinking, undermine academic integrity, and disrupt the teacher-student relationship. Nevertheless, faculty recognized the potential for Ai to create efficiencies in teaching responsibilities, opportunities to develop student engagement, and personalized learning opportunities. The study concluded with recommendations to assist faculty figure out how to overcome these barriers, which included professional development opportunities, institutional guidelines related to ethics, and sustainable conversations about the role of AI in higher education now and in the future.