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ABSTRACT

The rapid advancement of artificial intelligence (AI) is transforming higher education, impacting pedagogical practices, administrative processes, and faculty engagement with technology. While AI holds promise to enhance learning and streamlining operations, its adoption remains complex and debated. This study examines faculty perceptions of AI integration, focusing on factors such as teaching experience, institutional context, and disciplinary specialization. Using a quantitative survey, the research explores AI engagement across institutions and disciplines, analyzing how demographic factors influence adoption. Findings suggest that junior faculty and those in technology-driven environments demonstrate higher AI confidence and adoption, whereas senior faculty engage in AI leadership yet express skepticism about its pedagogical applications. Disciplinary differences reveal that faculty in content-based fields view AI as a teaching tool, while those in applied disciplines utilize it more strategically for administrative and leadership functions. The study also addresses ethical and institutional challenges, including concerns over data privacy, algorithmic bias, and institutional readiness. By identifying these barriers, the research highlights strategies for fostering AI literacy, professional development, and ethical implementation in higher education. This study contributes to the discourse on AI in academia by presenting an educator-centered perspective, bridging the gap between technological advancement and pedagogical practice. The findings provide academic leaders and policymakers with insights on creating AI-inclusive environments that align with faculty needs, uphold ethical standards, and enhance student learning outcomes.

Keywords: artificial intelligence, faculty perceptions, pedagogical practices, AI adoption, ethical challenges, institutional readiness