Faculty Attitudes Toward the Use of Artificial Intelligence in Higher Education

Author Information

Esther Smidt, West Chester University, United States
David Bolton, West Chester University, United States

Abstract

This mixed-methods study investigated faculty perceptions of AI use in a mid-sized, teaching-focused, public university in the Mid-Atlantic region of the United States. Data instruments consisted of a quantitative survey consisting of opposing attitude statements and qualitative focus group interviews. Findings demonstrated that many faculty were interested in learning how AI applications could improve their teaching and that artificial intelligence (AI) would have an impact on the teaching process by changing their content and methods of instruction and assessment. Faculty members also recognized the need for a change in the role of the professor that prioritized AI literacy, critical and analytical thinking, and educating students on the value of struggle. There were both positive and negative perceptions about the use of AI to grade student work and assess student progress, and of their ability to recognize AI-produced content. Finally, most faculty would not use AI to assist in research writing. There was recognition of the need for skills-based, policy-related, and resource-focused faculty professional development.

Save as a Favourite