Teachers’ perceptions and adoption of artificial intelligence in higher education
Abstract
The Artificial Intelligence development in Higher Education has already offered substantial prospects in transforming the teaching, learning, and academic administration, but the effective implementation of the technologies hinges mostly on the attitude of the faculty to AI-based educational innovation, so it is critical to study the perception of teachers towards AI-based educational innovations in an organized way. Regardless of increased access to Generative AI, intelligent tutoring systems, and AI-driven learning platforms, their acceptability and successful implementation as tools in education are balanced unevenly among institutions, fields, and locations. This paper summarizes the recent studies on AI adoption, digital pedagogy, AI literacy, and technology acceptance in higher education. This research identifies the patterns in the fields of Technology Acceptance Model, UTAUT, teacher readiness, institutional support, and AI ethics in education. According to the review, the willingness of educators to implement AI in teaching is always predicted by perceived usefulness, self-efficacy, social influence, and facilitating conditions, whereas the absence of training, ambiguous policy, and perceived threat to academic integrity is a significant obstacle. New topics are human-AI collaboration, AI governance in higher education, professional development, responsible AI use, which suggests that the use of AI is no longer experimental but strategic. The results prove that teachers are typically aware of AI opportunities as a personalized learning tool, automated assessment tool, and a tool of educational innovation, but the adoption of technology is subject to institutional culture, the clarity of policy, and digital literacy.
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