Predictors of Faculty’s Perceived Artificial Intelligence Integration into Teaching Practices in Higher Education: The Mediating Role of Anxiety About AI Use

• In Event: Faculty as Teacher-Scholars

Abstract

This study examines predictors of faculty's artificial intelligence (AI) integration in higher education, with a particular focus on the mediating role of anxiety. We employed a cross-sectional survey design with 170 educators from U.S. post-secondary institutions. Path analysis revealed that institutional support significantly predicted greater AI integration (β = 0.241, p = .001) and reduced anxiety about AI use (β = -0.273, p = .001). Anxiety mediated this relationship, accounting for 31.3% of the total effect (β = 0.110, p = .008), while demonstrating a strong negative association with integration (β = -0.401, p < .001). These findings highlight the importance of addressing emotional and psychological barriers alongside providing technical support for holistic faculty development programs that factor anxiety-reduction strategies.

Authors

• Richard Dickson Amoako, University of Tennessee

• Jennifer A. Morrow, University of Tennessee

• Louis Rocconi, University of Tennessee