Educators' Adoption and Perceptions of Generative AI Tools in Higher Education

Abstract

Since the introduction of ChatGPT in late 2022, the role of artificial intelligence-driven chatbots in higher education has garnered widespread attention. However, the perspectives of faculty and academic staff regarding these tools remain insufficiently examined. This study explores how educators integrate and perceive generative AI in instructional activities, administrative processes, and student support services. A web-based survey incorporating both structured and open-ended questions was conducted among faculty members associated with a European university network. The findings indicate that nearly half of the participants have utilized AI-powered platforms, such as OpenAI's GPT models, for tasks like course planning, assessment grading, and student guidance. Many respondents acknowledged that AI enhances efficiency in routine academic operations, with two-thirds recognizing its role in optimizing administrative workflows. Furthermore, a significant proportion emphasized the need for institutional policies and targeted training programs to facilitate the responsible adoption of AI in academic environments. Nonetheless, the qualitative responses reflected diverse viewpoints, particularly regarding concerns related to data security, the reliability of AI-generated content, and its potential influence on the future landscape of teaching. These insights underscore both the advantages and challenges associated with incorporating large-scale AI chatbots into university settings.

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