Abstract
Generative Artificial Intelligence (GenAI), launched in November 2022, provides powerful tools for creative tasks such as writing, coding, workflows, and knowledge management. As GenAI tools become more widespread, it is vital for university administrators, faculty, and students to thoughtfully integrate them into curricula, assessments, and teaching practices. However, faculty adoption and acceptance of GenAI in daily instruction remain unclear. This paper presents a meta-analysis examining faculty perceptions, uses, and concerns related to GenAI implementation in higher education. Drawing from studies involving over 4,400 full-time and part-time faculty across the U.S., Asia, Africa, and the Middle East, the analysis reveals that 75.4% of faculty have encountered GenAI platforms, yet only 44% actively use them for research data analysis and processes. Significant concerns persist: 66.7% believe GenAI may hinder students’ learning and critical thinking, 62.4% feel students might not develop subject matter expertise, and 59% fear increased academic integrity issues and cheating. Faculty attitudes vary by discipline and technological exposure—those in Business and Computer Science, with higher tech familiarity, tend to advocate for GenAI use and integrate it into coursework, while faculty in Arts, Social Sciences, and medical fields report greater reservations, often discouraging or banning its use. The findings suggest that successful adoption requires clear institutional policies, consistent processes, and increased exposure to GenAI systems. Universities must address faculty concerns while leveraging GenAI’s potential to enhance teaching and learning in a balanced and ethical way.
Presenters
Ajmal AmineeAdjunct Professor, Information System and Business Analytics, California State University - Sacramento, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2026 Special Focus—Human-Centered AI Transformations
KEYWORDS
Generative AI, AI, Higher Education
