FACULTY PERSPECTIVES ON ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION: A QUALITATIVE STUDY AT A REGIONAL UNIVERSITY

• Dr. Lucia F. Romano

  Faculty of Education Sciences, University of Barcelona, Spain

  Author

• Dr. Zanele T. Khumalo

  Department of Curriculum Innovation, University of Pretoria, South Africa

  Author

• Sergio Benitez

  Department of Curriculum Innovation, University of Pretoria, South Africa

  Author

The integration of Artificial Intelligence (AI) into higher education presents both significant opportunities and complex challenges. This qualitative study explores the perceptions of professors at a regional public university regarding the integration of AI into their teaching and learning practices. Utilizing a qualitative research design, data were collected through semi-structured interviews with faculty members from diverse disciplines. Thematic analysis, aided by NVivo software, revealed several key themes: AI's potential as a catalyst for enhanced learning and efficiency (e.g., personalized learning, automation of tasks) [5, 8, 9, 13, 29], significant challenges and barriers to adoption (e.g., lack of training, absence of clear institutional policies, technical infrastructure limitations) [11, 31, 22, 32], profound ethical dilemmas and the imperative for responsible AI use (e.g., plagiarism, data privacy, bias, impact on critical thinking) [14, 20, 3, 22, 34], and varying levels of faculty readiness coupled with a strong need for institutional support [6, 32, 33]. The findings underscore a critical preparedness gap and highlight the necessity for comprehensive professional development, clear ethical guidelines, robust technical infrastructure, and a collaborative institutional vision for successful AI integration, particularly within regional university contexts [1]. This study contributes to the understanding of faculty perspectives on AI, informing the development of effective AI education strategies that are contextually relevant and supportive of educators' needs.

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