Artificial intelligence and communication technologies in academia: faculty perceptions and the adoption of generative AI
Abstract Artificial intelligence (AI) is ushering in an era of potential transformation in various fields, especially in educational communication technologies, with tools like ChatGPT and other generative AI (GenAI) applications. This rapid proliferation and adoption of GenAI tools have sparked sig...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2025-03-01
|
| Series: | International Journal of Educational Technology in Higher Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s41239-025-00511-7 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Abstract Artificial intelligence (AI) is ushering in an era of potential transformation in various fields, especially in educational communication technologies, with tools like ChatGPT and other generative AI (GenAI) applications. This rapid proliferation and adoption of GenAI tools have sparked significant interest and concern among college professors, who are dealing with evolving dynamics in digital communication within the classroom. Yet, the effect and implications of GenAI in education remain understudied. Therefore, this study employs the Technology Acceptance Model (TAM) and the Social Cognitive Theory (SCT) as theoretical frameworks to explore higher education faculty’s perceptions, attitudes, usage, and motivations, as the underlying factors that influence their adoption or rejection of GenAI tools. A survey was conducted among full-time higher education faculty members (N = 294) recruited from two mid-size public universities in the US. Results found that college professors’ perceived usefulness of AI predicted their attitudes and intention to use and adopt the technology, more than their perceived ease of use. Trust and social reinforcement strongly influenced college professors’ GenAI adoption decisions and acted as significant mediators to better understand the relationship between TAM and SCT. Findings emphasized the power of social dynamics in shaping professors’ self-efficacy, attitudes, and use of GenAI. Trust enhances peer influence and affects how perceived usefulness shapes users’ willingness to adopt technology, whereas self-efficacy has a minimal impact. This research provides valuable insights that inform higher education policies aimed at improving the educational experience for college students in an AI-driven workforce. |
|---|---|
| ISSN: | 2365-9440 |