Perceptions of artificial intelligence in academic teaching and research: a qualitative study from AI experts and professors’ perspectives

Abstract

Abstract Artificial Intelligence (AI) is significantly reshaping work settings, influencing the context, conditions, and content of various professional roles. It becomes crucial to assess AI’s effect on academic work. This study explores AI’s application within teaching and research tasks in academia. Specifically, it pursues two Objectives (1) to identify and describe both current and prospective AI systems in higher education, and (2) to characterize the opportunities and risks of integrating AI into academic environments. Interviews were conducted with 28 participants from Portugal, the Netherlands, and the United States. The questions addressed AI’s influence on Ethical Principles and Decent Work Dimensions. Results were analyzed considering the Socio-Technical Systems Approach. Interviews were coded, analyzed for sentiment, and clustered into seven participant profiles based on coding similarities: “Optimists,” “Moderates,” “Dreamers,” “Cautious Skeptics,” “Expansionists,” “Knowledgeable,” and “Strategists.” Findings emphasize the importance of aligning technology and human needs to achieve successful AI integration. They also point to the value of well-defined guidelines, fair funding, and continuous professional development. By illustrating the spectrum of attitudes and readiness levels among academic stakeholders, this study offers key insights for policymakers, administrators, and educators seeking to embrace AI while preserving Ethical Principles and Decent Work standards.

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