Educators’ perceptions and willingness to integrate Generative Artificial Intelligence in teaching and research: evidence from Kenyan higher education

Abstract

The rapid emergence of Generative Artificial Intelligence (GenAI) presents both opportunities and challenges for higher education, yet empirical evidence from sub-Sahara African contexts, particularly Kenya, remains limited. This study addresses this gap by examining how university educators’ perceptions of GenAI influence their willingness to integrate it into teaching and research. Framed by the Technology Acceptance Model (TAM), the study employed a quantitative survey design, collecting data from 137 educators across 13 Kenyan universities. The analysis focused on both perceived benefits and concerns, recognizing educators as critical gatekeepers in the adoption process. Findings indicate that while educators acknowledge GenAI’s potential to enhance instructional quality, research productivity, and learner engagement, they also express significant apprehensions regarding ethical risks, academic integrity, and the erosion of essential human elements in education. Perceived usefulness emerged as the strongest predictor of adoption willingness, underscoring the primacy of practical value in shaping acceptance. The study concludes that successful GenAI integration in Kenyan higher education will require alignment with ethical policies, targeted capacity-building, and transparent institutional support systems to mitigate risks and foster responsible use. These findings contribute to the limited literature on AI adoption in African higher education and highlight the need for context-specific strategies that address both infrastructural constraints and stakeholder perceptions.

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