Core Teaching Functions and University Faculty’s Intention to Use Generative Artificial Intelligence

Abstract

This study investigates the relationship between the importance that university faculty assign to the pedagogical functions of planning, assessment, and feedback, and their intention to use Generative Artificial Intelligence (GenAI) as a support tool in their teaching practice. Using a non-experimental cross-sectional design, data were collected through a questionnaire administered to 56 faculty members from a School of Education and Humanities at a private university located in the metropolitan area of Monterrey, Mexico. Results showed significant positive correlations between the importance assigned to planning and feedback and the intention to employ GenAI for these tasks, as well as an overall correlation between perceived importance and intention to use GenAI. ANOVA analyses revealed significant differences in intention to use GenAI between departments, with the strongest association found in the Film and Communication department for planning. Additionally, years of teaching experience correlated positively with intention to use GenAI for assessment. These findings highlight the role of disciplinary and experiential factors in shaping faculty adoption of GenAI. The study underscores the need for ongoing professional development and tailored implementation strategies that consider disciplinary contexts to optimize the integration of GenAI in higher education.

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