Jul 2026· Journal of Interdisciplinary Studies in Education· Vol 15, pp. 305-328· 0 citations· 16 references
TL;DR
This study examined AI utilization and governance readiness among faculty members using an explanatory sequential mixed-methods design, providing evidence to support the development of context-sensitive governance frameworks for ethical and sustainable AI adoption in universities.
Abstract
The rapid adoption of Artificial Intelligence in higher education has created opportunities to enhance teaching, research, and academic productivity. This study examined AI utilization and governance readiness among faculty members using an explanatory sequential mixed-methods design. Data were analyzed using descriptive statistics, thematic analysis, and joint-display integration. Findings revealed high level of AI awareness, utilization, and perceived usefulness. Both quantitative and qualitative findings highlighted strong support for institutional AI policies, faculty development programs, and governance mechanisms that promote responsible AI integration. It contributes to the emerging discourse on responsible AI in higher education by proposing a multidimensional perspective of AI readiness and providing evidence to support the development of context-sensitive governance frameworks for ethical and sustainable AI adoption in universities.
Artificial Intelligence should be positioned as a complementary educational resource rather than a replacement for human expertise to ensure inclusive and meaningful educational transformation.
Therese Kabala - Mwagalwa· Journal of Literacy Educatio...· 0 citations
Artificial Intelligence should be positioned as a complementary educational resource rather than a replacement for human expertise to ensure inclusive and meaningful educational transformation.
Nowadays Artificial Intelligence (AI) has emerged as a transformative technology in the education sector, offering
innovative solutions for teaching, learning, assessment, and research. The adoption of AI tools among faculty
members has significantly increased in recent years due to their ability to enhance productivity, personalize
learning experiences, and improve academic outcomes. This study examines the adoption of AI tools among
faculty members in higher education institutions. The research focuses on understanding the level of awareness,
usage patterns, satisfaction levels, and perceived benefits and challenges associated with AI tools. Data were
collected from 86 faculty members using a structured questionnaire. The findings indicate that AI tools are widely
used for content preparation, research assistance, and student engagement. While faculty members recognize the
advantages of AI in improving teaching effectiveness, concerns regarding accuracy, ethical issues, and
overdependence remain significant challenges.
Ramitha N.B, M. Namitha, A. C· International Journal of Dru...· 0 citations
It is concluded that academic institutions must use clear ethical practices and AI-aware assessment designs to ensure that technology is used as an assisting tool that improves users' learning while ensuring the fundamental values of education.
Sugandha Nandedkar, Prachi N. Waghmare, Ashwini Swami et al.· International Scientific Jou...· 0 citations
The results indicate that the overall level of readiness remains moderate and unevenly distributed, and the need for a well-planned institutional strategy through teacher capacity building, the strengthening of digital infrastructure, and the formulation of AI implementation policies aligned with the educational values of Muhammadiyah is highlighted.
Ihsana El Khuluqo, Herri Mulyono· JPI: Jurnal Pustaka Indonesi...· 0 citations
Introduction The rapid integration of Artificial Intelligence (AI) in education is transforming teaching, learning, and professional development through personalized instruction, adaptive learning, and data-driven educational practices. However, in Pakistan and Saudi Arabia, many teachers still lack the ethical awareness and practical competencies required for the responsible use of AI technologies. Challenges related to data privacy, algorithmic bias, transparency, accountability, and equitable access continue to hinder effective AI adoption in teacher education and classroom practice. This study proposes a contextualized ethical competency framework to support the responsible and effective integration of AI among teachers in both countries. Methods An exploratory sequential mixed-methods design was employed, comprising a systematic literature review and a pilot implementation study involving 30 teachers from diverse educational levels and institutional contexts. The framework was developed through a qualitative synthesis of international AI ethics frameworks, responsible AI principles, and teacher competency literature. It was subsequently evaluated using quantitative measures and qualitative feedback collected from participating teachers. Results The findings provide preliminary evidence that teachers perceived the proposed framework positively in terms of effectiveness (M = 3.73), usability (M = 3.63), and ethical compliance (M = 3.83). Qualitative findings further indicated that the framework enhanced ethical awareness, responsible AI use, personalized instructional practices, and AI-supported learning design. Participants also identified several implementation challenges, including limited prior AI knowledge, insufficient technical support, and the need for continuous professional development. Discussion and conclusion This study contributes to the growing body of research on ethical AI integration in education by introducing a localized framework that combines ethical governance with practical AI integration competencies for teachers in Pakistan and Saudi Arabia. The findings underscore the importance of sustained teacher training, institutional readiness, ethical governance, and supportive policies to facilitate responsible AI adoption in education. Future research should conduct large-scale longitudinal studies to further validate the framework and evaluate its scalability, effectiveness, and long-term educational impact across diverse educational settings.
Ibrahim Yaussef Alyoussef, Nisar Ahmed Dahri, Khadijah Amru Alhashmi et al.· Frontiers in Artificial Inte...· 0 citations
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