Generative Artificial Intelligence in University Mathematics Instruction: Faculty Use and Future Prospects

Abstract

Generative artificial intelligence (GenAI) is increasingly influencing university teaching, yet research on how mathematics faculty perceive and adopt these tools remains limited. This study investigates four key areas related to GenAI use in higher education: faculty AI literacy, intelligent technological pedagogical content knowledge (TPACK), perceived trust in GenAI outputs, and overall acceptance of GenAI in mathematics instruction. An online survey was administered to mathematics faculty in Saudi universities. The results show that ChatGPT is the most widely used GenAI tool among participants, indicating its central role in current instructional practices. Findings also reveal generally positive attitudes toward GenAI, alongside cautious levels of trust, particularly regarding the accuracy of AI-generated mathematical solutions. Acceptance of GenAI was found to be closely associated with higher levels of AI literacy, stronger intelligent TPACK, and greater perceived trust. Overall, the study provides insight into faculty readiness for GenAI integration, highlighting both opportunities and ongoing challenges. This exploratory research contributes to the growing literature on GenAI adoption in higher education and offers guidance for professional development initiatives aimed at supporting ethical, effective, and pedagogically informed use of GenAI in university mathematics instruction