Opportunity or Threat: Investigating Faculty Readiness to Adopt Artificial Intelligence in Higher Education

Abstract

Artificial Intelligence (AI) is increasingly being integrated into higher education, providing opportunities to enhance teaching and learning through personalised instruction, automated assessments, and data–driven insights. However, faculty members’ readiness to integrate AI into their teaching practices plays a critical role in its effective implementation. While global studies have primarily examined AI adoption in higher education, research on faculty readiness within Caribbean institutions remains limited, presenting a significant gap in the literature. This study used the Unified Theory of Acceptance and Use of Technology (UTAUT) model to assess the influence of perceived benefits, facilitating conditions, and attitude towards AI on adoption readiness. A quantitative survey was administered to a sample of 78 faculty members from The University of the West Indies, Cave Hill campus, collecting data on their AI experience and perceptions. The findings indicate that perceived benefits of AI and institutional support are significant predictors of faculty readiness, while attitude towards AI does not significantly influence adoption. The study also identifies limited AI expertise, lack of training opportunities, and concerns about AI’s ethical implications as key barriers to readiness to adopt. These results highlight the need for structured AI training programs, enhanced institutional support, and clear policies to facilitate AI adoption among faculty. The findings have broader implications for universities in developing regions, emphasising the importance of targeted faculty development to ensure effective AI integration in higher education.

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