Dies ist eine Übersichtsseite mit Metadaten zu dieser wissenschaftlichen Arbeit. Der vollständige Artikel ist beim Verlag verfügbar.
Perceptions and Progress: a Comparative Study of Faculty Perspectives on Artificial Intelligence Integration in Higher Education
0
Zitationen
5
Autoren
2025
Jahr
Abstract
This study explores the evolving perceptions of faculty on generative Artificial Intelligence (AI) integration in higher education, comparing findings from 2023 and 2024. Employing a descriptive quantitative methodology, the research analyzes data from 187 educators at Higher Education Institutions. It investigates key variables such as AI knowledge levels, perceived benefits, challenges, practical experiences, and the use of educational chatbots. Results indicate shifts in faculty demographics, increased adoption of generative AI tools like ChatGPT, and a rise in the use of image and presentation generators. While educators acknowledge the benefits of AI, including resource creation and process optimization, challenges persist, such as inadequate training, limited technological access, and ethical concerns. The study highlights a growing interest in formal certifications and advanced academic programs integrating AI. These findings provide actionable insights for institutions to enhance professional development, promote ethical AI use, and optimize its impact on teaching and learning practices.
Ähnliche Arbeiten
Explainable Artificial Intelligence (XAI): Concepts, taxonomies, opportunities and challenges toward responsible AI
2019 · 8.250 Zit.
Stop explaining black box machine learning models for high stakes decisions and use interpretable models instead
2019 · 8.109 Zit.
High-performance medicine: the convergence of human and artificial intelligence
2018 · 7.482 Zit.
Proceedings of the 19th International Joint Conference on Artificial Intelligence
2005 · 5.776 Zit.
Peeking Inside the Black-Box: A Survey on Explainable Artificial Intelligence (XAI)
2018 · 5.434 Zit.