FACTORS INFLUENCING EDUCATORS' ADOPTION OF AI IN HIGHER EDUCATIONS

Abstract

The rise of Artificial Intelligence (AI) in higher education is significantly altering the ways in which knowledge is delivered, accessed, and assessed. As AI tools become more embedded in academic settings, their acceptance by educators is influenced by several critical factors: pedagogical beliefs, which affect their willingness to embrace AI enhanced teaching methods; self-efficacy, which indicates the confidence and skills necessary for effective AI utilization; and the speed of technological Advancement, which impacts the availability and relevance of AI tools in educational contexts. This research utilized a qualitative case study approach to investigate these factors within specific higher education institutions. The data collection process included the examination and thematic analysis of curriculum design documents, faculty development frameworks, and institutional AI strategy reports. This methodology yielded rich, contextual insights into how educators' perceptions and institutional preparedness affect AI adoption in teaching and learning. The results indicate that the successful integration of AI relies on cultivating positive pedagogical attitudes, improving digital self-efficacy, and aligning institutional strategies with swift technological advancements. Ongoing adaptation and support are essential to ensure that educators are equipped and motivated to integrate AI into pedagogical practices that prepare students for the future.