Abstract

User acceptability and adoption are often considered to be the most critical success factors of Artificial intelligence (AI) innovation. Adoption of these technologies by the teacher is a key factor for the effective use of this educational technology. The study aimed to explore the factors affecting the adoption of AI-based solutions by teachers for learning and instruction, while accommodating its promising potential established in the literature of learning and instruction. The study involved a descriptive analytics approach, using survey questionnaire as data collection tool. The study sample consisted of 300 randomly chosen Hai’l University faculty members. The study underpinned key factors that impact the adoption of AI innovation in higher education, including technical skill levels of students and instructors, personality traits of students and instructors, personal thoughts against chatbots, security fears, poor technology designs, and lower perceived trust in AI-based innovation. The study reported no significant difference in the participants’ responses due to gender or academic rank attributes.