Faculty Readiness for Generative AI: Exploring Technology Acceptance, Anxiety, and AI Literacy

• In Event: Advancing Innovation and Equity: Faculty Development in AI, STEM, and Multilingual Learning

Abstract

Given the increasing prominence of artificial intelligence, this study investigated faculty's generative AI (GenAI) literacy, acceptance, and anxiety in higher education. Employing a quantitative approach via online surveys, we examined how GenAI literacy, acceptance, and anxiety varied across faculty demographic characteristics and investigated the association between acceptance and literacy. Findings reveal that younger faculty, more experienced faculty, and those in computer science, engineering, and technology fields exhibited greater adoption and proficiency in GenAI. Ease of use perception positively correlates with GenAI adoption, whereas perceived challenges and anxiety impede it. We emphasize the need for targeted professional development to enhance faculty GenAI literacy, address anxiety, and facilitate the seamless integration into teaching and learning.

Authors

• Rong Wang, Xi'an Jiaotong-Liverpool University

• Ling Xia, Xi'an Jiaotong-Liverpool University

• Yiqun Sun, Xi'an Jiaotong-Liverpool University

• Helen Beech, Xi'an Jiaotong-Liverpool University

• Rebecca Wakelin, Xi'an Jiaotong-Liverpool University